Abstract
The development of student assessment is seen as an important component in education policy. The formative assessment is considered an indispensable part of learning.
The main conclusions of OECD (Reviews of Evaluation and Assessment in Education, 2012) pointed out the need for a stronger commitment to improving students’ achievements through the use of formative assessment to enhance student learning, rather than simply through the use of assessment for recording and reporting learning. The paper describes the way how certain forms and techniques of formative assessment are integrated in a specific school student assessment system of Czech language and Literature in secondary school (ISCED 2).
Finally the limits of the research will be discussed and the author will propose possible solutions that would improve the research part of her disertation.