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Original scientific paper


Milan Matijević ; Učiteljska akademija Sveučilište u Zagrebu

Full text: croatian pdf 488 Kb

page 279-297

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Full text: english pdf 180 Kb

page 279-280

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Full text: german pdf 112 Kb

page 298-298

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Evaluation is a significant variable in the teaching curriculum and a very important activity for both student and teacher. Evaluation has a strong impact on the overall teaching mood in the school and classroom. Students like school to the extent that they are satisfied with the forms and results of evaluation, especially those of internal evaluation. There are different types of evaluation, depending on its purpose. This paper shows the nature and philosophy of external and internal evaluation, as well as of formative and summative evaluation, in basic and secondary school. Evaluation gives information to students and teachers on the success of their common work in the teaching and learning process. The nature and types of evaluation depend on the philosophy of education, in other words, on the pedagogical concepts of a particular school. The view most frequently held in professional circles is that basic school, which is compulsory, should enable all its participants to achieve success, and that the fundamental pedagogical paradigm may be expressed in the syntagm ”pedagogy of success for all”. This means that such a school should be based on the cooperation and efforts of teachers to allow every student to fully realise his or her abilities. Secondary education conducted in general and vocational schools is not compulsory and relies on externally-set standards and on selection and competition. Selection in these schools takes place at the stage of enrolment, as well as in the course of the teaching process since the school should equip all the students to meet the set criteria and standards. These understandings of the selectivity of the school have an effect on the internal evaluation criteria and on school assessment. To establish a pedagogically purposeful and high-quality evaluation model, it is important to define goals. This paper shows different levels of specification of educational goals and their effect on the choice of teaching strategies and evaluation models. The author of this paper takes the issues of selectivity, cooperation and competitiveness as the starting points for defining the evaluation purpose and criteria, and then presents the school assessment scales in Croatia and several other countries. Attention is also given to the position of students with special needs in compulsory school, and to special criteria to evaluate the success of such students.


evaluation; external and internal evaluation; formative and summative evaluation; selection; competition; school assessment

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