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The paper aims at identifying the perceptions of students in regards to the problematic and dysfunctional aspects identified by them within the learning process in Romania, as well as identifying the possible solutions that would lead to the amelioration of the educational practice, with the purpose of optimizing the schools results of pupils/students. The target group was represented by a group of students enrolled in technical faculties which were asked to elaborate on the two mentioned aspects, referencing both their experience as students, as well as that of pupils. The results obtained following the processing and analysis of the answers converge on the necessity of respecting the requirements characteristic to the paradigm of adapting school to the necessities and particularities of the pupils. We note the fact that the national educational policies support and promote the principle of adapting the school to the requirements and possibilities of the pupils, at the level of educational objectives and courses of action stated within certain documents of educational policy aimed at the pre-university and university level, through which the achievement of a high-quality education is endeavoured, particularly through: the reassessment of the role of the pupil, placing his needs, interests, and requirements at the forefront of the educational proceedings, and assuring equal opportunity throughout the entire educational process. The problematic aspects identified within the educational process remain, however, valid, representing a discrepancy between the documents of educational policy and the educational practice.© 2017 Published by Future Academy www.FutureAcademy.org.uk Keywords: Adapting school to the possibilities of the students; the paradigm of education centred on the student; educational policies; optimizing the learning process; educational practice.

The study aims at identifying the perceptions of a group of students from several technical faculties regarding the educational evaluation practices in high school and university from the perspective of a student-centred approach to education. The requirement to develop open, flexible educational strategies that are tailored to social and individual needs and that would foster the development of each child's potential is endorsed by many national and international educational policy documents that promote a student-centred approach to education and a tangible adaptation of the system to the student's requirements and possibilities. In the broad sense, evaluation concerns the efficiency of the education system, seen as a component of the social system, specifically the efficiency of the relationship between the financial and material resources invested by society and the results of the education, results that are materialized in the acquired skills and quality of the labour force. Considered in a narrower sense, evaluation regards the efficiency of the relationship between the proposed objectives and the results obtained by the students. In order to identify the opinions of the students concerning the frequency of student-centred evaluation practices in pre-university and university education we have applied a questionnaire with closed questions and then analysed the items concerning: educating the pupils/students in regards to the criteria and methods of assessing their performance, centring the evaluations on essential aspects of the studied content, access to the recommended studying resources, the presence of practices that would stimulate self-assessment, the objectivity of the evaluation.

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