From evaluation of the written curriculum to monitoring of the teached curriculum for the subject of romanian and universal History

This article attempts to transfer the general concept of curriculum monitoring into the foundation of a monitoring model specifically tailored for the subject History of the Romanians and World History, taking into account the particular features of this discipline. The emphasis is placed on arguing the necessity of curriculum monitoring in this subject, on highlighting the cognitive, formative, and axiological functions of monitoring, as well as on the specific characteristics of history as a school discipline. The activity of the teachers involved in the research was based on multiple methodological tools, including a review of the literature to identify the objectives and impact of curriculum evaluation instruments in various educational environments in the country. Questionnaires were applied to a sample of 80 respondents from different educational institutions to obtain quantitative opinions on the research questions. In addition, five workshops were organized with key decision-makers to gather direct perspectives and recommendations for curriculum improvement. Interviews with selected respondents, conducted to further detail and clarify the ideas and suggestions expressed in the questionnaires, facilitated the formulation of recommendations and conclusions.