Abstract
ACT No. 561/2004 Collection of Law, the Education Act, allows schools to assess pupil's learning outcomes by marks, verbal assessment or a combination of both. In addition to this summative evaluation, pupils are assessed by various forms of continuous assessment (verbal, non-verbal, numerical or graphical) at the end of each semester.
To escribe the forms and methods of assessment used at three schools we interviewed students and teachers, observed lessons and analyzed school documents. The sample consisted of 28 pupils and four teachers of a lower secondary school.
The article presents issues of school assessment that pupils considered important (especially equity of assessment: not to project disciplinary issues in summative assessment, consistency of assessment) and issue of various assessment forms and methods (pupils pay more attention to summative assessment than to formative).