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Assessment practice: introduction - Czech Republic

As we could see during the first project meeting in 2005 in Brussels, assessment is not a simple or innocent term. As an example of good practice we will not introduce an assessment, which provides numerical results to help make schools accountable, we do not want to attract your attention on the assessment methods, which provide pupils with certificates. As a good example of assessment activity we have chosen an assessment for which the first priority is to serve the purpose of promoting a pupil’s learning.

Assessment for learning is informal, embedded in all aspects of teaching and learning, and conducted by different teachers as part of their own diverse and individual teaching styles (Black et al, 2005). In the “assessment for learning” concept, a pupil is seen as an active initiator of the process of learning. This pupil-centered approach to learning emphasises the interactive partnership between teacher and pupil. The pupil, through her/his attitude and individual way of learning, influences the choice of the means of the educational process, as well as the level of his/her aims and aspirations. The pupil is part of the conditions in which the educational process takes place. The way of interaction is significantly forming these conditions (Vojtová et al, 2006). Teachers and pupils use assessment as feedback to modify teaching and learning activities. 

Such an assessment becomes formative assessment when the evidence is used to adapt teaching to meet learning needs” (Black et al, 2005).


  • Black, P. at al.: Assessment for Learning, Open University Press, McGarw-Hill House, Glasgow, 2005. ISBN 0 335 21297 2
  • Vojtová, V., Johnstone, D., Bloemers, W.: Pedagogical roots to inclusion, Berlin, 2006 (in print)
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