Abstract
The aim of the paper is to present, in addition to theoretical background, a pilot research within my thesis research on error correction as a communication and interpretative process. In the context of contemporary education it is necessary to perceive the error correction and feedback in terms of the competencies development, which are the main aim of school education.
The main research question is how teachers reflect the fundamental role of error correction and feedback and how they fulfil its formative aspect. Error correction is strongly associated with the summative evaluation, and this may cause that pupils are afraid of making mistakes, which teachers consciously try to suppress by a wide range of strategies.
A controversial topic appears to be written error correction.