The utilization of various methods and forms of assessment in primary education reflects the increasing demand from educational policy and society for the provision of high-quality feedback. Formative in its approach, this feedback aims not only to help students understand the material being taught but also to motivate them toward further education. Numerous studies have demonstrated that this form of feedback plays a significant role in education, influencing student engagement in the learning process both within the school setting and throughout their continued education at higher levels.

The results presented here are part of a larger research investigation. Specifically, this paper presents descriptive data that serve as a starting point for further analytical steps. The primary aim of this portion of the research was to determine which assessment methods and forms are currently being used by teachers in schools. The first specific goal was to identify which feedback methods teachers use in instruction, in relation to established learning objectives. The second specific goal was to explore how students respond to the use of different feedback methods and forms during specific instructional situations.

Methodologically, the presented research is designed as a quantitative study. Throughout 2024, a total of 55 lessons were recorded on video and subsequently analyzed. Video recordings were chosen to minimize the potential distortion of results caused by the researchers' presence in the classroom. These lessons were recorded in fourth- and fifth-grade classes across various general education subjects (mother tongue, foreign language, mathematics, social studies, natural sciences) to account for the influence of subject-specific teaching methodologies. The videos were captured at 11 different schools, with consideration given to the size and location of the school. The selection of schools was carried out in the East Bohemia region using random stratified sampling. For the purposes of analysis, a coding sheet was developed and validated based on five recorded lessons, and during the main analysis, phenomena related to assessment within the educational process were documented. The data are presented using basic descriptive statistics.

The results indicate that teachers regularly employ various assessment methods and forms during lessons. Verbal feedback combined with non-verbal feedback predominates during classroom instruction. However, in more than 65% of instances, the feedback does not qualify as formative in the traditional sense, but rather consists primarily of statements describing the current status and evaluating performance in terms of true-false judgments. A notable issue emerging from this is that in nearly 70% of cases, teachers assess the student's personality rather than their performance. It also appears that grading serves as a significant motivating factor, with almost 80% of students showing increased attention during lessons. A surprising finding was that only 28% of teachers actively engage with the formulation of educational objectives during lessons. Although formative and summative assessments of activities are regularly conducted, this lack of engagement with learning objectives significantly limits the potential for using diverse assessment methods to support evidence-based learning.

Keywords: Assessment, school assessment, feedback, teachers competencies, primary education.