Abstract
In this paper we analyze the theoretical, general fundamental aspects of the concept of summative evaluation in professional-technical education, with the aim of familiarizing with the distinct elements of the summative assessment process. We emphasise the fact that teachers must choose appropriately or developing his own evaluation methods, to administer and to interpret the assessment results, to use the evaluation results by leveraging them in decision-making, to develop and apply grading procedures, to communicate assessment results considering various audience categories, to recognize and avoid the unethical, illegal implications, the distorted effects of some assessment procedures and thus through the skills analyzed in the paper and the functions of summative assessment we can facilitate this process.
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