In theoretical part of master's thesis is presented the understanding of concepts related to the assessment and its purpose, conceptualising the concept of informal formative assessment, methods of informal assessement and review of the research about understanding and implementation of assessment (mostly informal). In empirical part of master's thesis we want to find out the prospective mathematics teachers' conception of informal assessment and if there are any differences in their conception based on study program (two-subject teachers: mathematics and ..., primary student teachers) and the year of their studies (2nd and 4th year). On the basis of the findings of the research in this paper, we propose more systematic discussions of different methods of informal assessment, mainly the suitability of using the different methods related to different factors and to evaluate this methods considering the subjectivity. Primary student teachers have more deficits in conception of the informal assessment, that is why we propose more emphasis on this part during the studying process as well as the knowing the different methods and the ways of implementation of this methods for maximize quality teaching. At the same time they would be more aware of the mening of this methods for effective teaching.
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