Pupil's Educational Plan – An Instrument for Monitoring the Progress
Pupil's Educational Plan – An Instrument for Monitoring the Progress

Summary/Abstract: One of the critical aspects of the new Romanian Law of Education is assessment of students progress. Most of the teachers apply interactive methods and differentiated curriculum, but too few know how to make their own assessment on the strategies developed. Being relative new this law doesn't have yet developed an implementation methodology. Therefore, the purpose of this study, part of the SCAN project, is to identify the perception of teachers as practitioners regarding the monitoring instruments of pupils' school progress. Our study focused on the analyze of items conceived for a pupil's educational plan as an instrument for monitoring progress and used as a longitudinal tool for global assessment. The experimental research has been conducted on 165 teachers, using Focus Group and a questionnaire (as qualitative research instrument). During the first stage of our study, there were conceived two types of instruments: pupil's educational plan with self assessment sheets for teachers and pupil. In qualitative terms, instruments were structured on three dimensions of child development: emotional, social and cognitive. The second stage of our study was to analyze of teachers' perception regarding the monitoring instruments of pupil' school progress, which was made from two perspectives: 1) content analysis of pupil's educational plan as an instrument and 2) difficulties of its application. Content analysis of pupil's educational plan as an instrument has shown that the teachers know the valences of emotional and social registers, but they invoke lack of time and money as a justification for focusing only on the cognitive development. Also, there was noticed their reluctance to change their approach on educational contents from development perspective. The main recommendation is that teacher training should be designed from a different perspective, not only in terms of knowledge, but rather in terms of skills, attitudes and behaviors.

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