Aspects on Assessment Deontology of Teachers

In the context of the increase in the quality of the didactic act, the research on the report between the causes and the results which are activating the educational context, the reductionalist temptations and the ways of avoiding them, constitute a priority of the educational sciences. The quality of the didactic activity results, most of the time, from the competence with which the didactic staff manages to obtain good results which correspond to their settled goals, as part of organized and intentionally unfolded activities. The efficiency and efficaciousness with which a pedagogue manages to unify the three major activities of the educational process – teaching, learning and evaluation – do not reflect only the pedagogical competences and their skilfulness, but also their moral qualities. Thus some of the moral principles and values are reflected in the style of teaching, in ,,the personal equation of the teacher†, as a sign of subjectivism, from the act of evaluation, in the typology of the relationships he/she has with the pupils, with the parents or with the academic community that he/she belongs to. Besides the problem of the subjectivism of the evaluation and its moral connotations, we might mention some other aspects which can be associated directly or indirectly with the pedagogue’s moral code. Their analysis imposes a deontological approach.