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Regulation and Reality: The Case of Formative Assessment

Summary/Abstract: This paper looks at experiences had with the introducing of formative assessment into Hungarian education. The paper is based on research that was carried out in 2010 within 22 primary schools, from three different locations, and with the involvement of their heads, teachers, 5th and 8th grade students. The data shows that although the experiences of students were quite positive, the introduction of formative assessment was unable to fully fit in with the objectives of the government, the result being that there was a combination of old and new types of assessment in 50% of the schools. The experiences of the research suggest that the reasons behind this relate to the way of introduction (the legal regulation tool) and a lack of support for – and being able to win over – teachers.

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