AN ACADEMIC COMPARATIVE STUDY ON THE ASSESSMENT OF PRIMARY SCHOOL STUDENTS IN SINGAPORE, FINLAND, UNITED KINGDOM, JAPAN, THE UNITED STATES, THE REPUBLIC OF MOLDOVA AND ROMANIA FROM A TRANSDISCIPLINARY PERSPECTIVE

<doi>10.24250/jpe/1/2026/CPA/</doi>

Abstract

This comparative study examines the organization and
implementation of national assessment at the end of
primary education in several leading countries in the
global educational landscape. Assessment practices serve
as indicators of academic performance, yet grading scales
vary significantly across national systems. The article
analyses the educational approaches of the selected
countries with the aim of identifying integrative
perspectives on the contemporary education systems. In a
world undergoing continuous transformation, a holistic
and personalized approach to teaching and learning
becomes imperative. Learning systems must make the
transition from monodisciplinary structures to
transdisciplinary frameworks. The curricula of highly
developed countries is based on science, robotics, and
technology. All of these are discovered by the young
learners through experiential learning. While in the United
States the students showed reduced interest in the exact
sciences, taking into consideration the reconsideration of
its educational model, this is how Finland and Singapore
have developed school curricula grounded in creativity and
innovation, fostering skills that enable students to navigate
real-world challenges. The Finnish curriculum for early
grades adopts theme- or phenomenon-based learning,
encouraging students to explore the real world through
multidisciplinary projects. Assessment practices involving
digital portfolios, projects, journals, and discussions
extend beyond evaluating the final product; they
encompass a range of transversal competencies such as
collaboration (teamwork), critical thinking (the ability to
gather and interpret information to solve a task), and self-regulated learning (autonomy in completing
assignments).