Abstract
Scholastic evaluation is an issue that has long engaged research in the fields of humanities, social sciences and education. The evaluation involves psychological variables and is inextricably linked to learning and teaching: monitoring the achievement of the objectives on which the teaching action is based necessarily involves measuring the results achieved. In recent years the theme of evaluation has taken on a central role in the scholastic debate, enriching itself with reflections and connotations that today give us a very different idea of evaluation that is certainly more complex than in the past. To reach these conclusions, the step was not short nor without problems in the scientific community. Compared to traditional models of evaluation, a new positioning had to be sought, reasoning based on objective measurement criteria, promoting an idea of mature evaluation and above all an evaluation of one's own training potential. The present work aims to carry out an examination of the peculiar problems of docimology, tracing its developments over time and to propose a reflection on the relevance of docimological studies.
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