Abstract:
An important component of the educational process within education is the assessment of pupils. Nowadays, assessment is a much-discussed topic among the professional public and discussions also arise among parents. The views of teachers and parents differ regarding what forms and methods should be used. Even every parent has a different idea of what a quality assessment should look like. Based on quantitative research, this article’s aim is to show how parents as the primarily recipients of assessment information perceive the current form of school assessment as indirect actors in the educational process. The research set was selected by random stratified selection, a questionnaire of our own construction was chosen as the research method, data was processed by standard methods of descriptive statistics. Results show that parents in the Czech Republic are rather conservative and require rather clear, specific information of a summative nature, which is not interpretively complex. However, at the same time, they require an individual approach to teacher assessment based on verbal forms, which is proving to be an interesting paradox. This situation is proving to be a challenge for further research and work with parents in the field of school assessment, as this important category has long been left out of the interest of researchers.
