The Role of Motivation in School Evaluation. Teachers and Students Partners in the Assessment Process

School evaluation is one of the educational activities with a strong contribution to pupil's personality structure, especially to young pupils. We wanted this experiment to have an argument for an assessment conducted following the principles of humanistic psychology, where the teacher and the student are partners to prove what he/she knows and what he/she can do with the knowledge accumulated by the student. The proposed experiment is conducted in a 4th form, under various conditions: test paper in order to determine the expression of various capacities, without receiving a grade; announced assessment, unannounced evaluation with grades, which are taken into account at the end of the school situation. Sets of samples were used for evaluations, developed by Foundation for evaluation in education aiming curriculum core content and competencies. The results were interpreted and were used to demonstrate that the variables that increase motivation and performance are the optimal conditions for achieving assessment. The experiment confirmed that the motivation of performance occurs especially when the subject knows that his actions will be judged by a standard of achievement and the result of his action will be subject to assessment. It was also confirmed that the relation of partnership between the teacher and the students leads to better results. It is preferable that the student should be informed about school experiences and he should know their purpose.