Abstract:

The Complex Instruction Programme inclusive teaching method was introduced into the education system of 2 Hungarian schools in Slovakia. During the process teachers have been interviewed in order to evaluate the strengths and the disadvantages of the CIP method in practice. The importance of the evaluation process has been emphasized by the teachers in CIP methodology and in traditional teaching and learning processes as well.

Based on the experience gained in cooperative education, it became apparent that there is a need to measure the effectiveness of learning. In addition to traditional evaluation methods, innovative evaluation methods have also proved to be justified.

Traditionally used assessment methods measure the learning effectiveness of our students up to a particular point in time. This is called "assessment of learning". These summative assessments are conducted after a unit or certain time period to determine how much learning has taken place. While assessment of learning is important if we are to assign grades to students and provide accountability, teachers also need to focus more on assessment of learning. These types of assessments - formative assessments - are more sensitive to learning during the learning process. The formative assessment examples are feature of the modern classroom. They provide important information about what students understand and what they do not, they help to gather information about students’ learning and use it to make decisions to guide and adapt further teaching to students' needs and abilities. This article presents various tools for the application of formative assessment methods in the teaching natural science objectives and mathematics and describes the experiences and recommendations from the use of selected assessment tools in school practice.

Keywords:

Evaluation, science, mathematics, innovative methods, learning process, formative assessment, cooperative methods.