Formative Assessment and School Justice
Zdenko Kodelja

Summary:  The main topic of this article is a critical analysis of terminological and conceptual problems that have arisen in Slovene education with the introduction into some schools of what in the Anglo-Saxon world is called  formative assessment . One problem is how to translate this term appropriately into Slovene and another problem is that it is not entirely clear to which concept this term refers. In addition, there is a question of how the application of this concept to teaching practice is related not only to various theories of justice, but also, and above all, to actual justice or equity in teaching and in schools.

* Full text article is only available in Slovenian language.
Journal of Contemporary Educational Studies is
published with support of Slovenian Research Agency.