Emotional Identity in the Process of Evaluation in Primary School Children. School and Family Expectations

School years have an important role in defining a person for the world he will live in. The influence that the schoolenvironment has on defining a person for the future is something that teachers and policy makers take into considerationwhen developing strategies for learning and equally important in the evaluation process. The evaluation process is anintegral part of the education process and the connections between evaluation, assessment of learning and learningconstitute a focal part of the educators. School performance is not solely a function of student’s aptitude set, but alsocovers the optimal cognitive and affective-motivational recourses in relation to certain tasks. Emotional competence,along with the social competence is important in the development of positive relationships and emotionally feelings ofsecurity in creating a positive self image for young people. Young people with a positive self image will have a greaterdisposition to learning. For children learning about themselves happens within the context of their families andcommunity and it includes all the type of relationships they forge with their peers, places and things in relation to theactions and responses from others. Experience is the one that shapes the emotional responses that children have in regardsto all the things happening around them and inside them, at a self-understanding level. This paper aims to understand theway emotional identity of children helps them focus on the evaluation task in various contexts of every day school life.