Abstract
Assessment is an integral part of every educational process. The summative assessmentfocuses more on the current performance of students, on a summary of previous results.The formative assessment is more continuous, providing feedback on the progress made by the pupils.The paper aims to find out how preservice teachers perceive to studythe field of teaching for younger primary school level of quantitative formof assessment, on the example of summative and formative assessment, anditfocuses on how both these models, one traditional and the other innovative, are perceived by students in the field of young primary school teaching, i.e.preserviceteachers.129 preservice teachers participated in the studyin Czech Republic.
The target group was deliberately chosen because preserviceteachers do not receive much attention in this area so far.A quantitative and qualitative approach was chosen to describe the current situation, and a questionnaire ofourdesign was used as a research tool.Results show, that as the most suitable option,respondents choose a combination of quantitative and qualitative assessment, which can cover both of the above aspects.The fact that preserviceteachers are aware of the strengths and weaknesses of both assessment types and consider this fact when applying them in pedagogical practice can be described as positive.