Abstract
We are relational beings and we depend on each other. The period of so-called independence refers to only a very short period in a person's life (Rajský, 2018). These are the most important prerequisites for internal formation conducted in non-directive ways. A child is guided to reflection even as a toddler by the example of the mother. The child imitates the greeting with a smile, Forms his free qualities thanks to the direct guidance of the family. Jan A. mos Komenský, the founder of the human formation system, with his concept of education brings a unique perspective on the importance of student activity and the teacher's management of the school, as a workshop of humanity (Hábl, 2011). He focused on the optimal setting of relationships that directly influence the education and formation of a person (Kumpera, 1992). In the Great Didactic, Comenius calls his first educational concept formatio hominis (that is, the formation of man). Here he emphasized the idea of fabricando fabricamur, i.e. we shape ourselves by creating (Čapková, 1977). In recent years, Czech education has once again called for formative assessment, which would enable comprehensive pedagogical work with teacher reflection and pupil self-reflection.
Formative assessment is based on predetermined educational goals. These goals can be continuously adjusted by the teacher together with the student so that the student is encouraged by success on the way to monitor his own progress. This motivational success helps to formulate new goals again and look for ways to success. Kalhous (2002) considers it important that each student determines where he is on the way to the goal and knows how to proceed further. The greatest benefit for the student is the teacher's feedback, which provides information about his learning and directs him to further development.
William (2016) points to the importance of being aware of evidence of student performance, which guides the choice of further teaching practices. Bloom is convinced that every student can be educated, but there are differences in the time and effort that the teacher must expend (Starý, Laufková, 2016). In grasping education, it is generally very difficult to determine what quality and internalization will be achieved in a certain period of time. Education for dpbr is a lifelong continuous event Hábl 2020
Czech educators were encouraged to formative assessment by the OECD report, which points to the need to introduce and strengthen this type of assessment in Czech schools (Santiago et al., 2012). Czech schools now have the opportunity to participate in the Strategy 2030 proposed by the Ministry. This strategy gives broad support to the areas of formative continuous assessment oriented towards student progress, monthly verbal assessment, self-assessment and peer assessment.