Free Web Hosting Provider - Web Hosting - E-commerce - High Speed Internet - Free Web Page
Search the Web

APPROACHES TO THE EVALUATION OF SCHOOLS WHICH PROVIDE COMPULSORY EDUCATION - THE SITUATION IN ROMANIA 8


General Inspector, appointed for a period of 4 years, on a contractual basis, by the Minister of Education and Research, following a successful result obtained in a competitive examination. (S)he must be a teacher with didactical grade I (the highest didactical grade at pre-university level on a four-grade scale), 8 years of professional experience in school as a teacher, experience in school management and specific in-service training courses. (S)he is in charge with the co-ordination of the general activity of the County School Inspectorate. The General Inspector reports regularly to the Minister of Education and Research, on the state of education provided by schools under his/her responsibility.
School Inspectors coming from County School Inspectorate
School Inspectors are employed by the County School Inspectorate. Minimum requirements for the appointment to this post are: to be a teacher with didactical grade II (the second as importance on a four-grade scale), 8 years of professional experience in school as a teacher, experience in school management and specific in-service training courses. (S)he performs evaluations of both educational and administrative tasks. Each school inspector has to monitor periodically a certain number of school units, analysing the school's official documents, observing the teaching process and conducting interviews.
According to the new inspection system, a special in-service training course, containing aspects on pedagogy, financial and human resources management, must be taken by all school inspectors, in order to inspect educational institutions at pre-university level, both in public and private sectors.
School inspectors have responsibilities to ensure compliance with the law regarding the organisation, management and development of education provided by schools. The range of activities carried out by school inspectors and their code of conduct are regulated by the Minister Order No 4682/1998. School inspectors involved in inspections related to different subject-matters must be able to inspect a range of related subject-matters included in the curriculum.
Inspectors coming from the Ministry of Education and Research
There are two categories of inspectors working in the Ministry of Education and Research, involved in external evaluation of schools:
- general inspectors;
- speciality senior inspectors.
General inspectors, working within the Ministry of Education and Research, are in charge with the co-ordination and monitoring of evaluation activities performed by speciality senior inspectors. The minimum requirements for appointment as a general inspector are similar to those for general inspectors coordinating a County School Inspectorate. Speciality senior inspectors perform evaluation of the educational process, related to specific subject matters. They are also involved in the evaluation of administrative tasks related to the teaching/learning process. The minimum requirements for appointment as a speciality senior inspector are similar to those for school inspectors, working within a County School Inspectorate.
Inspection team

Inspections are carried out periodically by inspection teams, which are composed of inspectors designated by County School Inspectorates and/or by the Ministry of Education and Research. The size of an inspection team, decided either at the county or national level, is between two and eight inspectors, depending on the school size. The inspection team must possess the

APPROACHES TO THE EVALUATION OF SCHOOLS WHICH PROVIDE COMPULSORY EDUCATION - THE SITUATION IN ROMANIA 9


necessary competencies for evaluating school educational tasks (at least six subject-matters, including Romanian language, mathematics and sciences) and school administrative tasks. Inspection teams are conducted by lead inspectors, chosen from school inspectors and appointed by the General Inspectors, on the basis of professional expertise. Lead inspectors are responsible for reporting the evaluation results to General Inspectors National Commission for Evaluation and Accreditation of Pre-university Education - (Comisia Națională pentru Evaluarea și Acreditarea Învățământului Preuniversitar) - NCEAPE

NCEAPE is the authority responsible for controlling the quality of education provided by schools in public and private sectors, in order to award the accreditation for a period of four years to these schools. It is a public body subordinated to the Minister of Education and Research. According to the Government Decision 31/1999, NCEAPE has 21 members: nine of them are employed on a contractual basis and the others are external collaborators. All of them are appointed by the Minister of Education and Research. NCEAPE is headed by a president who is also nominated by the Minister of Education. Members of NCEAPE are specialists in educational area, school inspectors or teachers in pre-university education, recognised for their professional competencies and proposed by County School Inspectorates and other professional bodies. They must be able to evaluate both educational and administrative tasks of schools.

NCEAPE has territorial branches, County Commissions for Evaluation and Accreditation of Preuniversity Education, which have been set up at regional level for evaluating and accrediting the schools within their geographical area. A county commission is composed of 6 members, experienced teachers or school inspectors, selected for every pre-university educational level and appointed by the County School Inspectorate. Each commission is headed by a president, who usually is a Deputy General Inspector within a County School Inspectorate. School evaluation is carried out by sub-commissions designated by the county commissions. Each subcommission is composed of five members. They are educational specialists (inspectors, teachers, experts), nominated by the president of the county commission; three of them are selected from a valid list of another county commission.

NCEAPE has also other responsibilities related to the school evaluation as:
o to review the national criteria for school evaluation;
o to control the use of procedures established for national standards;
o to draw out an annual report on the situation of accredited schools, which will be made public.

1.3. Organisation
1.3.1. Evaluation conducted by inspection teams

A. Extent to which the approach to evaluation is encountered

Inspection teams evaluate all the schools at pre-university level. Schools to be inspected are chosen by the County School Inspectorate at the beginning of each semester, on the basis of the conclusions included in the last inspection report, corresponding to each school. There are two types of inspections carried out by inspection teams:
o a full inspection, which evaluates the whole activity of the school;

APPROACHES TO THE EVALUATION OF SCHOOLS WHICH PROVIDE COMPULSORY EDUCATION - THE SITUATION IN ROMANIA 10


o a thematic inspection, which evaluates a range of topics related to the activity of the school (aspects to be inspected are decided either at county level or at national level).
Some examples of thematic inspections were: "Curriculum development at local level", "Development of teaching methods as a result of in-service training", "the quality of counselling and guidance", "school financial policy related to the use of operational resources". The main objective of thematic inspections is related to the stage of implementation of different legislative initiatives adopted by the Ministry of Education and Research.
Schools with results below the minimum national standards, noticed in the last full inspections, are included in a special inspection programme, conceived and implemented both by the Ministry of Education and Research and by the County School Inspectorate concerned. Inspectors involved in this plan are designated to provide a long-term support and assistance.

B. Players in the school who are responsible for the tasks evaluated

In both full inspection and thematic inspection, the school is evaluated as a corporate entity. School inspectors must report both on educational and administrative tasks performed by the school. However, the quality of teaching performed by teaching staff for different curriculum areas and the management of the school head are evaluated and reported, without mentioning individual teachers or managers.

C. Evaluation criteria and procedures
C.1. Level of decision making

The criteria and procedures related to school inspections are defined at national level, in the National Inspection Model and Guidance, which is approved by the Minister Order No. 4682/28.09.1998. This document contains two sections:
o Inspection Model - specifies the purpose of inspection, the code of conduct for inspectors, the range of activities which will be evaluated, criteria and procedures to be used, the structure of the inspection report and how to make public the information related to inspection results;
o Guidance for Inspectors - provides further information for inspectors on: how to apply the inspection model to various schools, how to judge the quality of school's activities and how to report their findings.
All the criteria and procedures established in the National Inspection Model and Guidance are considered official and the evaluators involved in carrying out inspections are mandatory bound to make use of them.
The National Inspection Model and Guidance is subject to a permanent evaluation and revision undertaken by the Ministry of Education and Research. Provisions included in this document may be modified only through a Minister Order, taking into account the proposals coming from County School Inspectorates and from the Department for Evaluation and Prognosis within the Ministry of Education and Research.
The criteria included into the National Inspection Model and Guidance are also recommended to be used by schools, for self-evaluation in order to improve their activities.

APPROACHES TO THE EVALUATION OF SCHOOLS WHICH PROVIDE COMPULSORY EDUCATION - THE SITUATION IN ROMANIA 11


C.2. Description of the criteria
The official criteria related to educational and administrative tasks, which are taken into account in school external evaluation, refer mainly to the following aspects:

o the educational performances attained by pupils
o the way the school supports and encourages pupil's personal development
o the quality of teaching and of teaching staff
o the quality of school management
o the quality of school's curriculum and extracurricular activities, and the way the national and local curriculum is implemented
o the school-parents relationships
o the school-local community relationships
o the extent to which the school carries out its legal responsibilities
o the attitude of pupils towards education provided by school.
Parameters and required standards are presented in the following table:

A. Teaching/learning concerned with abilities and knowledge

A.1. Process criteria
Parameter Required standard/norm
Does the school curriculum follow the national and local curriculum guidelines?
Inspectors must judge to what extent the school provides a well balanced curriculum, according to the ratio established at national level between local and national curriculum.
Is curriculum planning well structured and effective?
Inspectors must judge to what extent the school:

o includes in the planning process specifications concerning the involvement of various actors:
who, when and to what extent;
o provides a curriculum:
- appropriate to pupils' age and abilities;
- related to previous curricular experiences;
- complying with the needs of different stakeholders;
- ensuring equal opportunities and a good educational development for each pupil;
o reviews constantly the curriculum to ensure that it is relevant for helping pupils to reach the required standards.

APPROACHES TO THE EVALUATION OF SCHOOLS WHICH PROVIDE COMPULSORY EDUCATION - THE SITUATION IN ROMANIA 12


Do tests and assessments grow naturally from the curriculum and are they used to aid planning?
Inspectors must judge to what extent:
o the assessment is appropriate and takes into account relevant aspects of the curriculum;
o the school has defined an assessment policy;
o the school keeps accurate records of pupils performances;
o pupils' assessment is related to what they have been learning.
How well does the teacher plan the teaching process?
Inspectors must judge to what extent the teacher:
o draws out planning documents taking into account:
- the requirements of local and national curriculum;
- the support given to pupils with different attainment levels, by including differentiated activities;
- the effective use of operational resources;
o establishes appropriate objectives for each lesson, according to the class level and to the requirements of the subject.
Does the teacher use appropriate teaching strategies?
Inspectors must judge to what extent:
o the expectations from pupils are according to their potential; o the use of teaching methods is differentiated according to the content of lesson;
o there is a real concern for making available resources, which stimulate and help the learning process;
o the homework stimulates pupils' learning.
Does the teacher manage the class well and create a good working environment?
Inspectors must judge to what extent the teacher:
o establishes working relationships within the classroom;
o controls pupils and manages their approaches to work;
o organises an effective arrangement for pupils with different abilities (especially for

APPROACHES TO THE EVALUATION OF SCHOOLS WHICH PROVIDE COMPULSORY EDUCATION - THE SITUATION IN ROMANIA 13


those with learning difficulties). Does the assessment stimulate pupils'learning?
Inspectors must judge to what extent the teacher:
o assesses pupils regularly, providing detailed advice on how their work could be improved;
o uses the formative and sumative assessment as an aid for planning;
o uses the record of pupils' results indesigning future activities and providing tasks with appropriate difficulty.

A.2. Criteria related to outcomes

Parameter Required standard/norm
Do pupils reach the expected educational standards related to subject-matters?
Inspectors must judge to what extent pupils:
o possess basic communication skills (to read and write in their mother tongues, to summarise and use the information for their further learning, to listen);

o operate with numbers and use what they learned in solving specific and crosscurricular problems; o possess the ability to run experiments using the acquired scientific knowledge;
o make good progress using effectively what they acquired during previous lessons;
o perform well both in national examinations and in international competitions;
o obtain results close to the average of other schools.

B. Teaching/learning concerned with preparation for life in society/career guidance

B.1. Process criteria

Parameter Required standard/norm
Does the school's policy correspond to the requirements for discipline, order and safety?
Inspectors must judge to what extent the school:
o has a well expressed code of conduct for teachers and pupils, encouraging them to show respect to each other;
o ensures a supportive atmosphere of work for its pupils.

APPROACHES TO THE EVALUATION OF SCHOOLS WHICH PROVIDE COMPULSORY EDUCATION - THE SITUATION IN ROMANIA 14


Does the school provide support for pupils and does it advise them in choosing their career?
Inspectors must judge to what extent the school:
o provides a suitable counselling and guidance for pupils' career, according to their skills;
o has a high social integration rate of its graduates.
Does the school set out provisions which develop pupils' civic behaviour and their participation in social life?
Inspectors must judge to what extent the school:
o is concerned with the development of a moral code for pupils, based on the respect of human rights;
o encourages pupils to behave as equal members of the same community. Do pupils take responsibilities for their own learning?
Inspectors must judge to what extent the school has a policy and implemented procedures intended to enabling pupils to take a range of responsibilities through:
o encouraging tutoring and mentoring schemes, which involve pupils at different ages;
o providing opportunities for pupils' participation in the school life.
What is the attitude of pupils concerning their studies?
Inspectors must judge to what extent pupils:
o show interest for lessons and for their learning progress;
o ask teachers or their colleagues for suggestions in performing their tasks, or seeking information;
o manage individual or group projects.
What is the general ethos of the school and how do pupils contribute to it?
Inspectors must judge to what extent:
o the school environment stimulates pupils' learning;
o pupils have a positive role in developing the learning environment.

B.2. Criteria related to outcomes

Parameter Required standard/norm

Does the school have a programme for extracurricular activities, which enhance pupils' educational experience and their personal development?
Inspectors must judge to what extent the school:
o provides a broad range of extra-curricular activities;

APPROACHES TO THE EVALUATION OF SCHOOLS WHICH PROVIDE COMPULSORY EDUCATION - THE SITUATION IN ROMANIA 15


o has a high rate of pupils' involvement in extra-curricular activities.
C. Human resource management
C.1. Process criteria
Parameter Required standard/norm
How well does the school manage its human resources?
Inspectors must judge to what extent the school:
o offers support for in-service teacher training;
o encourages curricular initiatives and modern teaching methods;
o is concerned with the compliance with the labour legislation in assigning tasks to its staff.

C.2. Criteria related to outcomes
Parameter Required standard/norm
Do teachers possess appropriate qualifications?
Inspectors must judge to what extent the school:
o has qualified teaching staff, adequate to its educational level;
o qualifications correspond to legal norms.
D. Management of operational resources
D.1. Process criteria
Parameter Required standard/norm How well are managed school's teaching materials?
Inspectors must judge to what extent the school:
o is concerned with the development of teaching materials;
o uses efficiently the existing teaching materials.
D.2. Criteria related to outcomes
Parameter Required standard/norm
Does the school have a good financial policy related to the use of operational resources?
Inspectors must judge to what extent the school:
o used the operational resources according to its policy and aims;
o had a balanced distribution of incomes and expenditures, for operational resources.

APPROACHES TO THE EVALUATION OF SCHOOLS WHICH PROVIDE COMPULSORY EDUCATION - THE SITUATION IN ROMANIA 16


E. Management of capital resources
E.1. Process criteria
Parameter Required standard/norm
Does the school maintain in good conditions its premises?
Inspectors must judge to what extent the building is in a good shape and according to hygiene the safety norms

E.2. Criteria related to outcomes
Parameter Required standard/norm
Not defined Not defined
F. Information/information resources/relations/partnerships
F.1 Process criteria
Parameter Required standard/norm
How effective is the communication between school and parents?
Inspectors must judge to what extent the school:
o informs parents about the progress of their children in meetings and written reports, on a regular basis;
o offers good advice to parents concerning pupils' learning;
o responds well to parents' suggestions and complaints and designates the School Management Board to solving them.
Does the school involve parents in school's management?
Inspectors must judge to what extent parents:
o make decisions concerning the local curriculum and contribute to long term school development plan;
o may have contributions in increasing the school's own resources;
o may produce and implement a committee working plan.
Is the school concerned with the improvement of its links with the local community?
Inspectors must judge to what extent the school:
o has a clear strategy to collaborate with the local community, specified in the school \ management plan;
o includes in its decision-making bodies representatives of the local community;
o undertakes joint activities with the local community in the interest of its pupils;

General Inspector, appointed for a period of 4 years, on a contractual basis, by the Minister of Education and Research, following a successful result obtained in a competitive examination. (S)he must be a teacher with didactical grade I (the highest didactical grade at pre-university level on a four-grade scale), 8 years of professional experience in school as a teacher, experience in school management and specific in-service training courses. (S)he is in charge with the co-ordination of the general activity of the County School Inspectorate. The General Inspector reports regularly to the Minister of Education and Research, on the state of education provided by schools under his/her responsibility.

School Inspectors coming from County School Inspectorate
School Inspectors are employed by the County School Inspectorate. Minimum requirements for the appointment to this post are: to be a teacher with didactical grade II (the second as importance on a four-grade scale), 8 years of professional experience in school as a teacher, experience in school management and specific in-service training courses. (S)he performs evaluations of both educational and administrative tasks. Each school inspector has to monitor periodically a certain number of school units, analysing the school's official documents, observing the teaching process and conducting interviews. According to the new inspection system, a special in-service training course, containing aspects on pedagogy, financial and human resources management, must be taken by all school inspectors, in order to inspect educational institutions at pre-university level, both in public and private sectors. School inspectors have responsibilities to ensure compliance with the law regarding the organisation, management and development of education provided by schools. The range of activities carried out by school inspectors and their code of conduct are regulated by the Minister Order No 4682/1998. School inspectors involved in inspections related to different subject-matters must be able to inspect a range of related subject-matters included in the curriculum. Inspectors coming from the Ministry of Education and Research There are two categories of inspectors working in the Ministry of Education and Research, involved in external evaluation of schools:

- general inspectors;
- speciality senior inspectors.

General inspectors, working within the Ministry of Education and Research, are in charge with the co-ordination and monitoring of evaluation activities performed by speciality senior inspectors. The minimum requirements for appointment as a general inspector are similar to those for general inspectors coordinating a County School Inspectorate. Speciality senior inspectors perform evaluation of the educational process, related to specific subject matters. They are also involved in the evaluation of administrative tasks related to the teaching/learning process. The minimum requirements for appointment as a speciality senior inspector are similar to those for school inspectors, working within a County School Inspectorate. Inspection team Inspections are carried out periodically by inspection teams, which are composed of inspectors designated by County School Inspectorates and/or by the Ministry of Education and Research. The size of an inspection team, decided either at the county or national level, is between two and eight inspectors, depending on the school size. The inspection team must possess the

APPROACHES TO THE EVALUATION OF SCHOOLS WHICH PROVIDE COMPULSORY EDUCATION - THE SITUATION IN ROMANIA 9


necessary competencies for evaluating school educational tasks (at least six subject-matters, including Romanian language, mathematics and sciences) and school administrative tasks. Inspection teams are conducted by lead inspectors, chosen from school inspectors and appointed by the General Inspectors, on the basis of professional expertise. Lead inspectors are responsible for reporting the evaluation results to General Inspectors National Commission for Evaluation and Accreditation of Pre-university Education - (Comisia Națională pentru Evaluarea și Acreditarea Învățământului Preuniversitar) - NCEAPE NCEAPE is the authority responsible for controlling the quality of education provided by schools in public and private sectors, in order to award the accreditation for a period of four years to these schools. It is a public body subordinated to the Minister of Education and Research. According to the Government Decision 31/1999, NCEAPE has 21 members: nine of them are employed on a contractual basis and the others are external collaborators. All of them are appointed by the Minister of Education and Research. NCEAPE is headed by a president who is also nominated by the Minister of Education. Members of NCEAPE are specialists in educational area, school inspectors or teachers in pre-university education, recognised for their professional competencies and proposed by County School Inspectorates and other professional bodies. They must be able to evaluate both educational and administrative tasks of schools.

NCEAPE has territorial branches, County Commissions for Evaluation and Accreditation of Preuniversity Education, which have been set up at regional level for evaluating and accrediting the schools within their geographical area. A county commission is composed of 6 members, experienced teachers or school inspectors, selected for every pre-university educational level and appointed by the County School Inspectorate. Each commission is headed by a president, who usually is a Deputy General Inspector within a County School Inspectorate. School evaluation is carried out by sub-commissions designated by the county commissions. Each subcommission is composed of five members. They are educational specialists (inspectors, teachers, experts), nominated by the president of the county commission; three of them are selected from a valid list of another county commission. NCEAPE has also other responsibilities related to the school evaluation as:

o to review the national criteria for school evaluation;
o to control the use of procedures established for national standards;
o to draw out an annual report on the situation of accredited schools, which will be made public.

1.3. Organisation
1.3.1. Evaluation conducted by inspection teams
A. Extent to which the approach to evaluation is encountered

Inspection teams evaluate all the schools at pre-university level. Schools to be inspected are chosen by the County School Inspectorate at the beginning of each semester, on the basis of the conclusions included in the last inspection report, corresponding to each school. There are two types of inspections carried out by inspection teams:

o a full inspection, which evaluates the whole activity of the school;

APPROACHES TO THE EVALUATION OF SCHOOLS WHICH PROVIDE COMPULSORY EDUCATION - THE SITUATION IN ROMANIA 10


o a thematic inspection, which evaluates a range of topics related to the activity of the school (aspects to be inspected are decided either at county level or at national level). Some examples of thematic inspections were: "Curriculum development at local level", "Development of teaching methods as a result of in-service training", "the quality of counselling and guidance", "school financial policy related to the use of operational resources". The main objective of thematic inspections is related to the stage of implementation of different legislative initiatives adopted by the Ministry of Education and Research.
Schools with results below the minimum national standards, noticed in the last full inspections, are included in a special inspection programme, conceived and implemented both by the Ministry of Education and Research and by the County School Inspectorate concerned. Inspectors involved in this plan are designated to provide a long-term support and assistance. B. Players in the school who are responsible for the tasks evaluated In both full inspection and thematic inspection, the school is evaluated as a corporate entity. School inspectors must report both on educational and administrative tasks performed by the school. However, the quality of teaching performed by teaching staff for different curriculum areas and the management of the school head are evaluated and reported, without mentioning individual teachers or managers.

C. Evaluation criteria and procedures
C.1. Level of decision making

The criteria and procedures related to school inspections are defined at national level, in the National Inspection Model and Guidance, which is approved by the Minister Order No. 4682/28.09.1998. This document contains two sections:

o Inspection Model - specifies the purpose of inspection, the code of conduct for inspectors, the range of activities which will be evaluated, criteria and procedures to be used, the structure of the inspection report and how to make public the information related to inspection results;
o Guidance for Inspectors - provides further information for inspectors on: how to apply the inspection model to various schools, how to judge the quality of school's activities and how to report their findings.
All the criteria and procedures established in the National Inspection Model and Guidance are considered official and the evaluators involved in carrying out inspections are mandatory bound to make use of them. The National Inspection Model and Guidance is subject to a permanent evaluation and revision undertaken by the Ministry of Education and Research. Provisions included in this document may be modified only through a Minister Order, taking into account the proposals coming from County School Inspectorates and from the Department for Evaluation and Prognosis within the Ministry of Education and Research. The criteria included into the National Inspection Model and Guidance are also recommended to be used by schools, for self-evaluation in order to improve their activities.

APPROACHES TO THE EVALUATION OF SCHOOLS WHICH PROVIDE COMPULSORY EDUCATION - THE SITUATION IN ROMANIA 11


C.2. Description of the criteria

The official criteria related to educational and administrative tasks, which are taken into account in school external evaluation, refer mainly to the following aspects:

o the educational performances attained by pupils
o the way the school supports and encourages pupil's personal development
o the quality of teaching and of teaching staff
o the quality of school management
o the quality of school's curriculum and extracurricular activities, and the way the national and local curriculum is implemented
o the school-parents relationships
o the school-local community relationships
o the extent to which the school carries out its legal responsibilities
o the attitude of pupils towards education provided by school.
Parameters and required standards are presented in the following table:
A. Teaching/learning concerned with abilities and knowledge
A.1. Process criteria
Parameter Required standard/norm
Does the school curriculum follow the national and local curriculum guidelines?
Inspectors must judge to what extent the school provides a well balanced curriculum, according to the ratio established at national level between local and national curriculum.
Is curriculum planning well structured and effective? Inspectors must judge to what extent the school:
o includes in the planning process specifications concerning the involvement of various actors:
who, when and to whatextent;
o provides a curriculum:
- appropriate to pupils' age and abilities;
- related to previous curricular experiences;
- complying with the needs of different stakeholders;
- ensuring equal opportunities and a good educational development for each pupil;
o reviews constantly the curriculum to ensure that it is relevant for helping pupils to reach the required standards.
APPROACHES TO THE EVALUATION OF SCHOOLS WHICH PROVIDE COMPULSORY EDUCATION - THE SITUATION IN ROMANIA 12


Do tests and assessments grow naturally from the curriculum and are they used to aid planning?
Inspectors must judge to what extent:
o the assessment is appropriate and takes into account relevant aspects of the curriculum;
o the school has defined an assessment policy;
o the school keeps accurate records of pupils performances;
o pupils' assessment is related to what they have been learning.
How well does the teacher plan the teaching process?
Inspectors must judge to what extent the teacher:
o draws out planning documents taking into account:
- the requirements of local and national curriculum;
- the support given to pupils with different attainment levels, by including differentiated activities;
- the effective use of operational resources;
o establishes appropriate objectives for each lesson, according to the class level and to the requirements of the subject.
Does the teacher use appropriate teaching strategies?
Inspectors must judge to what extent:
o the expectations from pupils are according to their potential;
o the use of teaching methods is differentiated according to the content of lesson;
o there is a real concern for making available resources, which stimulate and help the learning process;
o the homework stimulates pupils' learning. Does the teacher manage the class well and create a good working environment?
Inspectors must judge to what extent the teacher:
o establishes working relationships within the classroom;
o controls pupils and manages their approaches to work;
o organises an effective arrangement for pupils with different abilities (especially for

APPROACHES TO THE EVALUATION OF SCHOOLS WHICH PROVIDE COMPULSORY EDUCATION - THE SITUATION IN ROMANIA 13


those with learning difficulties).
Does the assessment stimulate pupils' learning?
Inspectors must judge to what extent the teacher:
o assesses pupils regularly, providing detailed advice on how their work could be improved;
o uses the formative and sumative assessment as an aid for planning;
o uses the record of pupils' results in designing future activities and providing tasks with appropriate difficulty.

A.2. Criteria related to outcomes
Parameter Required standard/norm
Do pupils reach the expected educational standards related to subject-matters?
Inspectors must judge to what extent pupils:
o possess basic communication skills (to read and write in their mother tongues, to summarise and use the information for their further learning, to listen);
o operate with numbers and use what they learned in solving specific and crosscurricular problems;
o possess the ability to run experiments using the acquired scientific knowledge;
o make good progress using effectively what they acquired during previous lessons;
o perform well both in national examinations and in international competitions;
o obtain results close to the average of other schools.

B. Teaching/learning concerned with preparation for life in society/career guidance
B.1. Process criteria
Parameter Required standard/norm
Does the school's policy correspond to the requirements for discipline, order and safety?
Inspectors must judge to what extent the school:
o has a well expressed code of conduct for teachers and pupils, encouraging them to show respect to each other;
o ensures a supportive atmosphere of work for its pupils.

Rodica Barlau-2002