Abstract:

The school assessment informs both the teacher and the student of how well the set goals have been achieved. It's used for teachers to guide learning conditions, and pupils can evaluate the teacher's work, other classmates or themselves. Verbal assessment is a comprehensive qualitative assessment of a student's performance and behaviour expressed not by mark but verbally. Thus, we do not verbally evaluate how much pupils were able to learn, but what work they did in relation to their previous work. The verbal form of assessment is more comprehensive and can be very concise. It allows to highlight the strengths of the student and at the same time accurately describe the shortcomings that the student must work to eliminate. The aim of this paper is to show, on the basis of a quantitative survey, how teachers at primary school use verbal assessment in pedagogical practice. In order to make the findings objective, the research group consists of teachers from different types of schools and their selection was randomly stratified. Results show that most teachers perceive verbal assessment as a way to motivate pupils to further study by providing them with specific information on what the pupils handle well and what not. Respondents also stated that they consider verbal assessment to be more individual, respecting the possibilities of each pupil. At the same time, however, they do not make much distinction between verbal assessment and formative assessment, which in many cases they understand as synonyms. On the contrary, they mention a great time-consuming and low level of objectivity as negatives. However, in principle, teachers show an interest in using verbal assessment in teaching as a possible way to support student development in the educational and training area.

Keywords:

Assessment, school assessment, verbal assessment, primary education.