Stern, Ghidionescu, Theodosiu ground through their work the methodology of data
recording, and propose “a variety of models with various names such as: charts,
notebooks, records, files, sheets, etc., with the mention that they are: individual,
psychological, pedagogical, anthropological, medical-pedagogical, vocational, scholar”
(Muster, 1971).
Use student records was stimulated at the end of the last century by the necessity of a
differentiated approach and by the development of educational and vocational guidance,
as a separate objective of the educational system.
At the European level we distinguish four periods in the evolution of student record:
a. from the beginning of the century until at the end of World War I: most
European countries, including Romania, introduce student records and make
them compulsory in schools by law (Austria 1910, Bavaria 1913, Saxony
1920, France 1923, Romania 1923);
b. the period between the World Wars: student records become a general
method (USA 1930, Germany 1935). Introducing them is done in parallel
with the educational and vocational guidance;
c. after the World War II: educational and vocational guidance and student
records become compulsory by law (Bulgaria 1968, Poland 1957, Hungary
1961, Czech Republic 1967, Sweden 1962, Canada 1966, Japan 1963);
d. the last decades of the 20th century and the beginning of the 21 st: there is an
organic connection between the evolution of the counselling and guidance
system and the role of student records. There are differences by countries
function of the existence of specialized guidance and counselling systems
within and/or outside the school. Where these services are official both
within the school, in the educational system, and outside, through
independent public or private services, the functionality of student records
has been considerably increased.Practitioners suggest filling out a student record only for exceptional cases (special
educational needs overachievers, risky behaviour) or at the demand of the school
management. As a documentary instrument, it is usually integrated in the school file next
to other records or, more recently, in the guidance portfolio drawn up by specialists in
cooperation with the subjects and their families.
Recent research in psychology and educational sciences speak of the importance of
personal experiences, efficient adaptation to the rapid evolution of present-day society, so
that “inserting” the pupil within the “limits” imposed by the student record regarding the
quantity and quality of knowledge, competence, description of mental processes and
attributes, age particularities, etc. is no longer a priority, as it was a few decades ago.