Evaluare initiala si diagnostic formativ
Initial Assessment and Formative Diagnosis

Summary/Abstract: The collocation “initial assessment” is used with the meaning of an activity oriented towards knowledge and assessment of the psychoindividual characteristics and of the behavioral attitudinal potential of people who are in the situation of starting their education, career, some therapy or something else. In the present paper, aspects of the aptitudinal potential of the primary (6-10 years) and secondary (11–15 years) school children are mainly analysed. As opposed to the traditional diagnostic that was aimed to determine what a subject is or can do at a given moment, a formative diagnostic tries to shift the knowledge time and results toward what will become that subject in the near future, toward what he or her will be able to do in the so-called “zone of proximal development”. Researches in this field were made by K. Lowell, R. Gullasch, I. P. Galperin, B. Zörgö, S. Szamosközi, A. Domu
a and others. Scientifically elaborated, formative diagnostic tests acquire qualities similar with those of the classical psychological tests (sensibility, fidelity, objectivity and validity) and, in addition, they have the advantage of a quality that is extremely valuable for prediction: receptivity to mediation, to the gradual help offered by the evaluator. In the present paper, several tests (Turnul din Hanoi, Ghici numarul, Numarare figuri geometrice si Identificarea diagonalelor patrulaterelor) are presented, which satisfy to a great extent the requirements of a formative diagnostic. The tests were elaborated according to procedures and models designed by authors such as I. S. Iakimanskaia, J. Guthke, R. Feuerstein and others.

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