Abstract:

The didactic process in any form of education must include a motivational component that stimulates the interest of the target groups to which it is dedicated.
If at younger ages the motivation in the act of learning is a predominant constraint on the part of parents by limiting the child's access to some activities that he/she wants (for example, watching his favorite cartoon, favorite artist's show etc.), at older ages, and especially in higher education, the intrinsic motivational component, given by the individual's desire to progress, should be strong.

Most of the times, the students' interest in the didactic process can diminish during the years of study, the enthusiasm characteristic of any beginning being gradually blurred by some aspects related to the university offer, either in terms of the quality of endowments and activities or the didactic act in itself, either by subjective assessment of students, or combined, as is often the case.

Objective and transparent evaluation of the students is one of the most important pillars in maintaining a fair-play competitiveness and in motivating them to increase performance. An objective assessment gives students confidence in their own values. It gives confidence in the future by outlining a fair society, which objectively appreciates the work and effort made. It gives to the future employers the opportunity to choose potential employees from a properly formed, correctly evaluated nursery and whose hierarchy corresponds to the nature and volume of information and skills acquired.

The aim of this study is to debate, using personal considerations associated with the study of literature, the importance of objective assessments in developing correct competitiveness, through the cognitive-emotional implications they may have on the recipients of the teaching act, the students.

Keywords:

Veterinary education, objective evaluation, motivation.