Abstract:

The school ceases to be the main source of knowledge. Every day we get a lot of information from the media and the Internet. The school is unable to convey all this knowledge to students. Its main task becomes to teach students how to search for knowledge, process and apply it in practice. This is the only way to have creative young people who are able to think on their own, solve problems and also who are confident and balanced enough to be successful.

Teachers who realize the potential functions of evaluation for the development of students´ personality understand the essence of evaluation functions, respect them and use them effectively. Evaluation can encourage students in a positive way for further work, or, conversely discourage them totally. Up to what degree is the teacher able to influence students with evaluation depends on how deeply he knows his students, respects their values and priorities.

This paper offers a view of the controlling process and evaluation as part of the management process with particular reference to one of its part - the education process. First of all, I provide a definition of the controlling process in general and list its tasks and phases. I offer different views and definitions of control. There is a more detailed analysis of control in the education process, which consists of two interconnected and dependent tasks. The first is to obtain information about the results of the education process, so it focuses on student performance and the level of the achievement of goals. The second is to evaluate the results of the education process. This is referred to as student evaluation. I also define the concept of evaluation in general as well list the specifics of educational evaluation. The definition of the specifics of educational evaluation is of great importance in terms of the structure and content of this paper.

Keywords:

Educational quality, controlling process, Pedagogical evaluation.