Speaking about the objective evaluation of the efficiency of education, it is very important to point out the need to ensure a docimologic climate of maximal correctness and impartiality. It is well known that the factors that generate a low objectivity while appreciating school results can be first of all related to the teacher’s personality and that of the student. Out of all these factors the halo effect stands out. As the „halo” effect has a bad influence on the didactic evaluation, it is extremely important to learn the practical modalities in „limiting its possibilities”. A meticulous analysis of the sources- especially of studies centered round the identification of „forms, methods and means which ensure a correct and objective appreciation of knowledge or abilities” – show that this problem is not knew (several generations of analysts of the educational field have been struggling with it) and that, up to this moment, a solution can be found every time one resorts to the (a) organization of some external examinations (where teaching staff from other institutional environments are invited to participate), (b) extension of works with a secret character (meaning works that ensure the anonymity of those to be appreciated), (c) involving several teachers in the process of evaluating one and the same student, (d) comparing the results of the evaluation with those accomplished in time by the school inspectors or any other person with control function (principal, vice-principal, class teacher, etc.), (e) systematically drawing the attention of the teaching staff to the necessity of „putting aside” students’ appreciative antecedents, (f) interdiction to let a candidate be examined by a teacher that is a relative of the candidate and (g) substitution, at the evaluation phase, of the „known” teacher with an „unknown” one (who should not be able to know the students with their „problems” and thus who will not be able to apply appreciative attitudes of subjective character).