Formative Assessment Course
We increase the impact on the educational outcomes of our pupils and students.
If you want to use the formative approach as an opportunity to support learning—and to explore tools that help monitor students' progress, unlock their potential, and strengthen their independence—then this is the right course for you.
Details of the course including price can be found here 
February − May 2026
„When we are clear about what we want students to learn, and we confront ourselves with evidence of whether that has truly happened, the path to improvement and humility opens up.”
— H. F. Wood, Responsive Teaching
WHO IS THE COURSE FOR
The course is suitable for teachers working in primary (ages 6–11), secondary (ages 12–15), and higher education (ages 16–19) who:
- wish to develop a formative approach in their classrooms and thereby support more effective student learning conditions.
- want to discuss the risks, obstacles and difficulties that may accompany this way of working.
COURSE OBJECTIVES
The aim of the course is to:
- introduce the principles of the formative approach and growth mindset.
- use specific examples to gain inspiration for planning, implementing, and evaluating teaching and the process of student learning.
- plan lesson activities that are grounded in formative principles.
In order to help participants apply these concepts in their classrooms, the course includes voluntary (yet highly recommended) „home practice tasks” . The main goal of these tasks is for participants to practise the skills discussed in the course in their own classrooms. By bringing their hands-on experience back to the next session, they can process their findings together with their peers and gain new insights.
COURSE TOPICS
In the course, we will explore answers to the following questions:
- When and in what situations do I assess and evaluate? How do I approach it? Who benefits from the assessment? What is my desired outcome?
- What role does assessment play in the learning process? Why do I assess? What elements of the formative approach do I already use in my practice?
- What conditions need to be set together with students in order to achieve effective learning processes in the classroom?
- How do all the formative processes strengthen both my and my students’ relationship to learning and assessment?
- How is intrinsic motivation connected to the formative approach?
- How can we make sure students understand why, what, and how we do things with them? How do we establish success criteria with students in a way that helps them understand our goals?
- How do we provide useful feedback? How can we teach students to give and receive descriptive feedback?
- What can I do to encourage students to take responsibility for their own learning?
COURSE COMPLETION REQUIREMENTS
To receive a certificate, participants must attend at least 80% of the course days.
The course includes completing „home practice tasks”, in which we rehearse the skills covered during the course.
The final output is to demonstrate progress using examples from your own teaching practice.
ADDITIONAL INFORMATION
The course draws on experience from a three-year Growth Mindset project focused on implementing formative assessment in schools (involving 11 schools from various regions), as well as on a wide range of resources, including work by Dylan Wiliam, Shirley Clarke, John Hattie, Harry Fletcher-Wood, and Carol Dweck.
The course is part of a comprehensive training program for educational leaders, but it can also be taken separately.
It is possible to cover the cost through the Operational Programme JAK.
Detailed information about dates, venue, and pricing can be found in the brochures accessible via the blue button above.
COURSE INSTRUCTORS
Lucie Urbančíková, M.Ed
Mgr. Vladimíra Skopcová
Interested in more information?
Feel free to contact us with your questions at vzdelavani@jobvzdelavani.cz.