The paper tackles the issue of assessment in education from the perspective of the assessor and of training human resources for assessment. Admitting that assessment involves the collection and interpretation of the collected information as well as the elaboration of the decision for educational policy, the author comes to the conclusion that the assessor in education will have to be trained so as that he can adapt himself easily both to narrow fields (only collection, only interpretation, or only decision) and to broad ones (simultaneously to all the enumerated fields).

The assessor’s training is a complex process determined by the complex character of both the human nature and of the educational phenomenon. In such context the author suggests that assessment should be tackled on the basis of a fuzzy model.

It is essential that the assessor through training should approach the ideal of irreproachable moral conduct.