In the context of problems related to the assessment oft quality of education the issue of monitoring and understanding pedagogical valences of education monitoring is especially important. It is aimed at both the development of individual and social competences of participants in an educational system, and at the development quality of education. However, the discussion of pedagogical valences of educational monitoring involves the creation of terminological base and structure which would is clear to all participants oft the education system on an international level. This article gives a brief terminological overview of educational monitoring examples and of monitoring work in Germany.