Organizing the process of criterion assessment through descriptors for the discipline of romanian language and literature in primary education

Abstract

Evaluation plays a very important role in pedagogical activity. It is the process by which educational sequences are validated, but also a means of delimiting, fixing and intervening on educational contents and objectives. The main purpose of assessing the obtained school competences is the correction and continuous improvement of the teaching-learning process. As an action integrated into the educational process, evaluation is primarily a pedagogical action, having formative actions and involving objectives, methods, techniques and means specific to educational action, so that the pedagogical point of view should not be missing from any analysis on evaluation. However, evaluation is also a social institution, formalized and legally regulated, it imprints a social dimension on teaching and learning outcomes, conditions graduation and access to the steps of the education system, is the basis for social recognition of studies. The social and economic functions of evaluation therefore also require a sociological and economic approach to it. School evaluation goes beyond the strict framework of the school’s educational process. Evaluating students, we also evaluate teachers, the quality of teaching teaching. We can say that each school grade, each performance of students are the result of many factors, from individual to social, representing a significant indicator of efficiency for all components of the educational process. Evaluation takes place in a psycho-social field of forces interacting with each other, made up of interpersonal relationships, representations, attitudes, motivations, mentalities, so that evaluation can and must be approached from a psychosocial perspective.