AXIOLOGICAL ASPECTS OF SELF-EVALUATION AND SELF-ASSESSMENT IN EDUCATION AND IN SCIENCES CONCERNING IT

Abstract

optimal sequence which, on the basis of individualization, should favour positive changes (in terms of competence) of every student. As a consequence, this mechanism causes the teacher to adapt in the context of psychopedagogical and praxeological relation student-task. In this context, the teacher’s reflectiveness and self-evaluation, of which self-control, self-correction and self-assessment skills are among the most important factors. Similarly, this applies to the learning subject under the guidance of a competent and responsible teacher. These and other premis decided that the article presents theoretical and praxeo-pedagogic considerations related to shaping in students, and not least among students, competences consisting in triggering reflectivity in self-control mechanisms, followed by self-correction and self-assessment. At the end of the article, desiderata were presented in order to improve the state in this respect at various levels of education, and at the same time to improve the quality of educational research.