Formative Assessment and Exam Organization - BMEGT51XX28288-42

The aim of the course is to familiarize students with the examination processes of the Hungarian public education system, including their underlying principles and organizational procedures, as well as with national and international interim student assessments. The course introduces the concept and classroom practices of formative assessment, emphasizing the conscious and purposeful application of its strategies and tools. It also seeks to promote an understanding of the formative assessment approach from a teacher’s perspective and to foster students’ natural interest in receiving meaningful feedback.

1. The student understands the main principles of process regulation and output regulation.
2. They are familiar with the structure of the examination system and the requirements of its various components.
3. They know the systems and requirements of national and international student assessments.
4. The student understands the principles and functions of formative pedagogical assessment.
5. They are familiar with its tools and strategies and are able to apply them to support students’ individual learning progress.

1. Is able to participate in specific tasks of the examination system.
2. Is capable of interpreting the results of student assessment systems and applying them in professional practice.
3. Is able to measure and assess student performance in accordance with the principles of formative pedagogical assessment.
4. Is capable of aligning assessment processes with learning objectives and using feedback to support student development.

1. Strives to act with professional competence and a sense of responsibility in examination and assessment processes.
2. Considers transparency, fairness, and the learning-supportive function of assessment to be of high importance.
3. Is committed to the pedagogical approach of formative assessment and is open to the use of feedback to support learning.
4. Aims to minimize subjective elements in the evaluation of processes, products, and individuals by consciously applying objective, reliable, and valid methods.

1. Demonstrates professional self-reflection and the ability to self-correct in decision-making.
2. Displays a high level of autonomy in raising and analyzing both general and specific issues within their professional field.
3. Characterized by a strong sense of cooperation and responsibility.

Lectures, communication in written and oral form, use of IT tools and techniques, optional individual and group assignments.

• Arató Ferenc (2017): Az értékes gyermek – az értékelés negyedik dimenziója egy lehetséges fogalmi keretrendszer vázlata. In: Autonómia és felelősség 3. évf. 1-4. sz. pp. 5-29.
• file:///D:/Let%C3%B6lt%C3%A9s/03-autonomia-es-felelosseg-pte-btk-ni-2017-01-04szam.pdf
• Bognár Mária (2009): A fejlesztő értékelés. OFI, https://ofi.oh.gov.hu/tudastar/3-vitaforum/fejleszto-ertekeles
• Szarka Katalin – Szabó L. Dávid (2024): Az iskolai fejlesztő értékelés elmélete és módszertana. Selye János Egyetem, Komárom, Szlovákiahttps://pf.ujs.sk/documents/books/SzK%20SzLD%20beliv.pdf
• Sipos Imre: A pedagógus a nevelési-oktatási intézmény szervezetében - BME APPI MPT, Budapest 2012.
• Oktatási Hivatal (2024): Az érettségivel - vizsgák, vizsgakövetelmények és -időszakok, vizsgaszabályzat - kapcsolatos aktuális jogszabályok és közlemények gyűjteménye. https://www.oktatas.hu/kozneveles/erettsegi/jogszabalyok

The learning outcomes specified in point 2.2 are assessed through a thematic written test following the contact hours.

Detailed description of the performance assessment during the academic term: - Attendance of at least 70% of the contact hours is compulsory (according to § 105.3 of the TVSZ) - Submission of the thematic essay - Assessment of subject knowledge, skills, attitudes and competences of the autonomy and responsibility type.

• Órai aktivitás : 40

• Vizsga : 60

Due to the nature of active participation, it cannot be replaced or corrected.

Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 02.06.2025.

The Functions and Dimensions of Assessment in Public Education Theoretical Foundations and Objectives of Formative Assessment Practical Methodology of Formative Assessment Examination Systems in Hungarian Public Education The System and Regulation of the Hungarian Secondary School Leaving Examination International Student Performance Assessments Student Evaluation and Grading: Challenges and Possibilities The Organizational and Psychological Effects of Assessment on Learning Teacher Assessment as an Educational Tool Analysis and Interpretation of Case Studies