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Abstract

This paper presents theoretical and pedagogical considerations as well as the basic results of research on the evaluation and assessment of student achievements in mathematics. The research was carried out in class and subject classes. The paper is based on the hypothesis that descriptive assessment is more successful and increases students' motivation for mathematics as a science. The aim of the paper is to investigate, analyze and interpret the attitudes of students and teachers about descriptive and numerical assessment. The problem of this paper is which type of evaluation has a greater influence on students' motivation towards mathematics. Analytical, theoretical and deductive methods were used in the work. Research techniques for proving the views of this work are a survey. As for the instruments, we made distinctions about the attitudes of students and teachers. The paper ends with a concluding discussion of the problem.