摘要：Abstract The evaluation has a very important impact on the entire process of academic training. The learning style, the metacognitive strategies, the depth, will depend on the ways in which the students will be assessed, but the process can also be reversed. This paper intends to identify the optimal ways and methods of assessment for students from the Faculty of Science of Education. In this study, we try to survey students’ accuracy of self-assessment and to correlate these results with the motivation for learning and different levels of metacognition. The study was undertaken in 2010 on an experimental sample (92 students) from the first and second years of study within Educational Sciences at Suceava University. The research instruments were the Achievement Motivation Inventory (Schuler, Thornton and Frintrup) and the Metacognitive Questionnaire. From the resulting data we can see that there are significant positive correlations between certain motivational dimensions, the students’ cognitive abilities and the self-assessment accuracy level. The results proved that the self-assessment accuracy has a strong connection with the level of academic performance, but with many motivation and metacognition indexes.For the assessment to be authentic, it is better for the students to get used to different situations (in pedagogical training, or practical activities), to reflect upon their own abilities and on their own answers, and to be stimulated to grade themselves for the activities in which they are involved. Our results are interesting for teachers, students and for policy makers from universities who want to develop student competencies.
关键词：assessment;metacognition;self-assessment;motivation level;teacher training
