MODELMateja’s model of formative assessment and evaluation

After 15 years of work experience in self-regulated learning which included taking part in the innovative projects Paths to Higher Quality Education, a More Sustainable Syllabus, and Longer Lasting Knowledge (2003 - 2005) and Development of Didactic Knowledge Assessment (2006 - 2009) I developed a model of formative evaluation tailored to Slovenia’s culture and traditions.
I successfully implemented this model into my own work, and I have spent the last 12 years working on introducing it into schools across Slovenia and beyond. I started in the form of teaching seminars on formative knowledge evaluation for the National Education Institute of Slovenia. In recent years I am focusing on teaching independent seminars in schools across Slovenia.
Many teachers are testing out and successfully implementing my model and enriching it by adding their personal touches to the proposed method. Or as D. William puts it:
“Changes have to be incorporated by each teacher into his or her practice in his or her own way. Reform in this dimension will inevitably take a long time and need continuing support from both practitioners and researchers.” D. William, The Nature of Learning, page 143)
Diagnostics Learning Goals Learning and evidence Criteria Evaluation

For more information click on the button prior knowledge, criteria … feedback …

Introduction to the process of formative evaluation.

In this short video presentation, you will learn about all the phases of formative evaluation and what it represents.

The video contains basic information that helped me in the process of self-development.

Basic information that helped me in the process of self-development


  • The interaction between students, parents, and teachers helps shape goals, criteria for success, and guidelines for children. It also affects the process of sharing and assessing knowledge.
  • The criteria for success take students’ personal goals and individual needs into account.
  • Teaching is logically connected to the student’s learning process.
  • The teaching and learning processes are finished when both the teacher and the student are satisfied with what they have achieved. When both the student and the teacher agree that they’ve achieved the optimum of learning in the space and time that they were given, they can finish the learning process by mutually reflecting on, assessing, and/or summing up the formative evaluation in the process of assessing knowledge and combining said evaluation with other forms of knowledge assessment.
  • Grading becomes the joint analysis of the value of an achievement.


  1. Diagnostics of prior knowledge (assessing strengths and weaknesses).
  2. Ensuring a connection between learning levels with the use of instructions on how to improve knowledge.
  3. Ensuring topical and appropriate feedback.

This includes

  • Balancing the needs of the student and the requirements of the curriculum.
  • We give students learning advice and maintain an ongoing dialogue with them.
  • We teach, enable, and encourage self-regulation and self-evaluation.


  • We observe the effects of learning.
  • We put more focus on learning and the effects of learning, not on teaching.


  • regularly keep track of a student’s progress.
  • give students quality feedback and advice on how to improve their knowledge. Assess each student wholesomely and have a detailed look into their knowledge and the learning process, because they are not limited to written exams and tests.
  • detect idleness and knowledge gaps in a timely manner, which gives the students the benefits of regular schoolwork and helps them avoid last-minute cramming.
  • improve relationships, implement inner control, learn self-evaluation and self-criticism, and set up new criteria of success (based on how satisfied students are with their work).
  • give students the ability to influence their own knowledge and their grade(s) without the interference of an outside guide or judge, which builds the students’ confidence in being able to achieve good grades.
  • prevent the vicious cycle of having to exercise control through checking homework and (parents and teachers) putting pressure on students.

Example of Formative Pedagogy in practice.

Feedback of external consultant 
Charlotte Booth, teacher trainer in Essex Council and independent consultant from BEST agency.
We met each other at John’s Hattie seminar in London (2018). I visted the school when she was the principal with a group of teachers from Slovenia (2019). We were amaized by the transformation of the school and comunity the teachers built.
In march 2022 she joined my conference Formative Assessment in Practice with her key speach. Prinicpals were keen to learn about the transitioning model she used.
In June 2022 Charlotte came back to Slovenia to observe Slovenian schools. After the visit, they filmed and captured the findings in a short interview.
In September 2022 they joined their experiences with transitioning models in both countries. They started a study case and will be developing transitioning models for schools in Slovenia.
Some experiences from the visit were published in one of the most read newspapers in Slovenia: Slovenska šola na poti k odličnosti (Delo, Gostujoče pero, 28.6.2022):…/slovenska-sola-na-poti-k-odlicnosti/

Tips for beginners
  • find a group, subject, topic where you have an idea how to start (first action);
  • focus on process, the content will be in the background;
  • better to not end with grade, mark (because you are learning about process, having first experience);
  • start just with preparation on first one or two activities in the classroom than you will see where you are going;
  • is it not necessary to do all the phases (circle) of formative assessment, you can start just with making success criteria and self evaluation;
  • communication with pupils (tell them about your try of new approaches and at the end ask them for opinion;
  • connection between actions and reactions;
  • at the beginning will take more time, because you are learning the process;
  • start with ‘small spoon’, make a plan, reflect and evaluate and make you own portfolio;
  • find talking partner or critical friend at your school;
  • having a supporting group with regular meetings to share experience, is very important;
  • mistakes are part of learning process where we can improve our work the most;
  • courage, perseverance and supportive learning environment (leadership) is needed, because is a journey without destination.