Formative assessment methods in biology education: pedagogical study at primary school in the Czech Republic

Empirical investigation represents crucial competence which pupils can gain during inquiry-based biology education. There is a significant methodological problem with the assessment of pupil’s performance during the inquiry-based biology education because the classical summative assessment is not able to capture pupil’s progress and take all pupil’s activities into consideration. The formative assessment can help teachers and pupils to feel more confident in the partial steps of inquiry-based biology education and improve their achievements. For this reason, the formative assessment methods are determined as an ideal assessing approach.