Spojrzenie na ocenę kształtującą oczami dzieci
A Look at Formative Assessment Through the Eyes of Children

Summary/Abstract: This article presents an account of a study aimed at learning about third graders’ experience with ways to evaluate their performance using formative assessment. Despite the growing popularity of formative assessment, the traditional approach to grading still prevails in Poland. And yet we know that grading does not have to include giving grades, points, pluses, stars, suns, etc. to children. The research was prepared in a qualitative strategy. Focus group interviews were conducted with male and female students of third grades of elementary schools. The results of the research show that children can participate in and create a community of evaluation when it takes place in the atmosphere of security and trust, activating intrinsic motivation in them. Children took care of their needs to be together with others in shared interactions. For the children surveyed, formative assessment became a stimulus to work on their own development. They also amplified the students’ voice and improved communication between them and teachers about learning, while allowing them to feel that they themselves were responsible for their own learning process. Today’s changes taking place in assessment are primarily based on fostering student development and on establishing an open dialogue between teachers and students. If these conditions are met, we can begin to talk about creating an environment conducive to openness to the evaluations of others and developing a culture of constructive teaching and evaluation in the classroom.

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