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Evaluating pupil’s communicative/literary knowledge by means of docimological tests

Author: POPA (Taiss)Claudia Simona
Degree:doctor of pedagogics
Speciality: 13.00.01 - General Pedagogics
Scientific adviser: Vlad Pâslaru
doctor habilitat, professor, Institute of Education Sciences
Scientific council:


The thesis was presented on the 26 December, 2008
Approved by NCAA on the 1 October, 2009


Adobe PDF document0.33 Mb / in romanian


Appreciation, autoevaluation, literary/communicative competence, evaluation of the school results through docimological tests, linguistic education, literary education, pupil’s identity, value judgment, measure, note, object of evaluation, performance, school progress, school results, the cognitive/psychomotor/attitudinal sphere, docimological tests/tests, evaluating types/forms/methods/techniques


Starting with the effective approaches to school evaluation, the author formulates the general principle of the interaction and educational and social components unity in school evaluation, in the process of evolution both the learning sphere and that of the pupil’s identity are affected.

Valorificating the principles of the empirical, scientific and artistic knowledge, and of the principles of linguistic and literary education led to elaborating certain specific principles of CC/CL evaluation trat result from the language and literature written capacity of training both the speaker and the reader in cognitive, psychomotor and attitudinal spheres of cognition, learning and self-development. That is why the LLR evaluating criteria must develop those three spheres informing the pupil’s personality.

On the basis of the settled principles, the author redefines the docimological tests applied to LLR, systematizes specific methods of applying docimological tests to LLR and carries on an establishment-formation experiment that confirms with concrete data the theoretical theses of the research.

The most important results of the experimental research are presented by the pupils and teachers’ answers according to the nature and the importance of docimological tests in school evaluation at LLR, in the fields of knowledge, of learning and of pupils’ self development in the process of applying docimological tests. The majority of teachers and pupils involved in experiment appreciated positively the evaluation through docimological tests at LLR and suggested new approaches to the evaluation through docimological tests.

Examining and systematizing the pupils’ answers to docimological tests applied to the educative process prove their effective and simultaneous training in the CC/CL evaluating actions especially in cognitive, psychomotor and attitudinal spheres.

In this research certain recommendations of applying the final results are formulated for the leading bodies of Education, for the authors of the curriculum and the teachers of mother tongue and national literature.