Abstract

This paper presents data obtained by surveying students at the Faculty of Education, University of South Bohemia in Ceske Budejovice. Data were evaluated by statistical methods. Results show respondents didn’t encounter formative assessment during their school attendance in elementary and high school. Instead, their learning in biology education was assessed by written examination and conventional grading. We found that respondents had no experience with formative assessment during their pedagogical and didactical training and practice. The importance of formative assessment as a part of pre-service biology teacher training emerged from our investigation where the formative assessment proved to be a necessary component of biology teaching and learning at primary and high school.