Redesigning Romanian Language Tests in a (Post)pandemic Context. The Influence of “Secondary Elements” in the Assessment of Communication Competences in Written Tests

The assessment of communication competences, in Romanian in our case, is constantly changing, being significantly impacted by the context. Among the factors directly influencing the shape and content of Romanian as a Foreign Language (RFL) tests, a central one is, undoubtedly, the Common European Framework of Reference for Languages. Its Companion Volume, published in 2020, develops, among other aspects, mediation competences, which become integral parts of the new tests. Recent significant developments, such as the 2020/21 COVID-19 pandemic, have brought about another change, namely the remote testing of language competences, leading to computer-based testing. Consequently, the shift from “pencil and paper” to a digital format further reshapes testing and assessment. The impact of typing Romanian diacritics on a keyboard or touch screen, and the time taken to do this (especially for A1 or A2-level learners), coupled with the carefully calculated time to complete an “open book” task, calls attention to elements previously relegated to secondary status when designing a Romanian language test. Given these circumstances, what will RFL assessment at the “Victor Babeș” University of Medicine and Pharmacy Timișoara look like in the near future? In the (post)pandemic context, which parts of an RFL written test should be kept and which should be revised?