Exploring Annual Evaluation of Romanian Teachers: Context and Relevance
Teacher evaluation is a sensitive subject around the world. The forms and the methods for realizing this assessment are quite different from country to country. The most frequent evaluation form of pre-university teachers in Romania is the annual evaluation. The main purpose of this research is to explore the recent documents that regulate the annual evaluation, identifying the limits and ambiguities involved, as well as the disturbing effects generated in the educational system. The problems of teacher’s evaluation methodology from 2009 are: semantic and content ambiguities, magistrocentricity, total neglect of the student’s psychology, formalism and exacerbated legalist discourse. The basic error of these documents is that they do not reflect the essential dimensions of the teaching performance, but rather compliance with the law. The documents were elaborated hastily, with no solid scientific basis that may support the generation of a valid theoretical model.
teacher evaluation, annual evaluation, improvement of the teaching process
ROXANA-MARIA GHIAŢĂU – PhD, Lecturer, Faculty of Psychology and Education Sciences, “Alexandru Ioan Cuza” University of Iasi, Romania; e-mail: roxanag@uaic.ro
