Graduate students of Computer Science Education at the Department of Information and Communication Sciences, Faculty of Humanities and Social Sciences, University of Zagreb, attend multiple mandatory methodical courses where they acquire knowledge and develop teaching skills. In the first methodical course, Teaching methods in computer education 1, each student delivers one teaching stage based on a planned and written lesson preparation. This methodical exercise serves as preparation for conducting an entire lesson in subsequent methodical courses.

The formative assessment of students during the teaching stage is based on assessment for learning and assessment as learning. The course teacher conducts assessment for learning, while assessment as learning is achieved through peer assessment and self-assessment. Peer assessment takes place after the teaching stage was presented, where other students evaluate the student’s teaching performance using a prepared evaluation form. Following peer assessment, the course teacher provides oral feedback and comments in the evaluation form. Before the teaching stage, the instructor reviews the lesson preparation and provides written feedback (assessment for learning).

The student performing the teaching stage is recorded with a video camera. The student receives the recording and, after reviewing it, performs self-assessment (assessment as learning) using a prepared evaluation form. After completing self-assessment, the student receives feedback from peers and written feedback from the course teacher.

This research was conducted in the summer semester of the academic year 2023/2024. This paper presents an analysis of the implemented types of assessment—assessment for learning (by the course teacher) and assessment as learning (peer assessment and self-assessment)—which were used to evaluate the performance of the teaching stage (motivation, introduction of new content/guided practice, practice). The evaluation was based on a rubric with seven components (clarity, structure, duration, attention, language, examples, understanding), assessed on three levels (fully achieved, partially achieved, needs improvement). Additionally, students were required to identify three positive aspects and three areas for improvement, as well as to provide a numerical grade for the teaching stage performance. The paper will present a comparative analysis of teacher and student evaluations, as well as self-analysis.

Keywords: Formative assessment, students, computer science teaching, education.