Abstract:

The current form of formative assessment in the educational practice of Czech primary and lower-secondary schools faces criticism, especially because most teachers continue to prefer summative assessment. This is because formative assessment has not yet been grasped in the national educational program whatsoever. Nonetheless, the general assumption is that teachers use formative assessment, but it has not yet been revealed in what form and to what extent. However, according to McMillan, there are different forms and levels of formative assessment that allow the categorization of the degree of formative assessment in teaching. This categorization leads to the determination of the quality and intensity of formative assessment.

The aim of this article is to create a tool that will allow the researcher to analyze the level and form of formative assessment in teaching. McMillan's publication "The Practical Implications of Educational Aims and Contexts for Formative Assessment" will be used to create the tool. The created tool will be used to determine the level and form of formative assessment of schools, whose aim is to implement methods and tools of formative assessment in their practice. The tool can also be used by other researchers or participans of school educational reality (e.g. teachers or school principals).

Keywords:

Level and form of formative assessment, teachers, tool creation, primary school, lower-secondary school.