Abstract:

Introduction:
Motivation for assessment and learning are closely linked. Formative assessment provides the most optimal conditions for achieving a positive social climate, cooperation and support. The literature confirms that in many countries, including Hungarian education, quantitative and numerical evaluation is mostly typical, but today's expectations necessitate the application of new approaches and new methods.

Method:
We asked postgraduate students with a questionnaire survey about the practice of subject assessment, how they think about the methods of evaluation (grading, written, oral evaluation, portfolio etc.), what methods they know and use. Some of the questions place answers on a scale of 5 or 7, and we also used open-ended questions.

Results:
The results so far confirm that many teachers sympathize with formative assessment, however, practical knowledge and new methods are even less widespread.
Knowledge is scarce and there appear to be barriers such as time management, way of evaluating teamwork, reconciling student work and subject requirement.

Conclusion:
Based on the results, one of the fundamental problems is the issue of feasibility, evaluation expertise. A new approach and the application of new methods are needed, which should be developed during teacher training and in the framework of in-service training.

Keywords:

Formative assessment, evaluation approach and methods, teacher training.