Abstract:

Prepared formative assessment tools were offered to targeted trained teachers. Teachers with many years of pedagogical experience have implemented selected formative assessment tools (predictive card, Frayer model, self-assessment card, exit card, conceptual maps) in the teaching of chemistry, biology and physics at lower secondary school. The aim of the research was to identify the preferred and effective approaches of teachers in the implementation of formative assessment tools in teaching. A multiple (N = 41) case study from a quasi-experiment on a sample of 11 teachers and 157 pupils in the 7th grade of lower secondary school examined: teachers' attitude to formative assessment, providing feedback to students, receiving formative assessment by students, impact of results on selection of follow-up educational activities, settlement with the time-consuming implementation and evaluation of the overall benefits of formative assessment in school practice. The results of the research are arguments for supporting the inner conviction of teachers and guide them to choose appropriate approaches to the implementation of formative assessment tools.

Acknowledgements:
This research was supported by the KEGA No. 004UPJŠ-4/2020 “Creation, Implementation, and Verification of the Effectiveness of Digital Library with the Formative Assessment Tools for the Natural Sciences, Mathematics and Informatics at the Elementary School” and VEGA No. 1/0265/17 “Formative Assessment in Natural Sciences, Mathematics and Informatics” grants.

Keywords:

Formative assessment, formative assessment tools, questionnaire survey, primary school teachers.