Formative assessment allows teachers to more quickly identify misconceptions in students and provide them with appropriate feedback. Through formative assessment, teachers want to actively involve students in the learning process.
The master's thesis presents what formative assessment is and what are the possibilities for teacher education in this area. The master's thesis deals with the importance that physics teachers attribute to feedback and active participation of students in physics lessons. The views of primary school physics teachers on formative assessment are presented, obtained through 9 interviews with primary school physics teachers who come from different schools and have different years of work experience. As part of the master's thesis were prepared material with examples of formative assessment techniques for the chapter forces for primary school physics teachers.
The research of the research show that many teachers are familiar with the concept of formative assessment, but slightly fewer selected primary school teachers use it in their lessons. The main reasons for not using it are time-consuming, a lot of administrative work, and the fact that students do not appreciate the teacher's additional effort. However, it was found that teachers use some components of formative assessment in their lessons. They place particular emphasis on feedback, assessment criteria and the importance of student activity in the overall learning process. As key adivce for successfully introducing formative assessment into the teaching process, experienced teachers and less experienced teachers recommend the use of short and effective tasks, continuous monitoring of student's progress and encouraging student activity in the lesson.
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