Abstract:
This article refers to the theoretic aspects related to the alternative and complementary assessment in the elementary education. There are presented the formative valences of the complementary methods, their advantages and also their disadvantages. They suppose an interactive approach which stimulates the creativity and the originality of the students, it contributes to the activation and the involvement of the children, it reduces stress. Using these ones, there are assessed the knowledge, the skills, the attitudes, the interests, which potentiate the progress of the children, but they can also have some limits, the results not being achieved immediately, they need a big amount of work and time, the activities being performed also at home.
