In the Republic of Macedonia, the formative assessment represents a new assessment paradigm that focuses on students as active participants during the teaching process. This paradigm was established in 2007 as part of the Primary Education Project (PEP) by USAID (United States Agency for International Development). This research is focused on the analysis of Macedonian language teaching curriculum from first to ninth grade of primary education in the Republic of Macedonia, on the analysis of the suitability of the tasks for formative assessment in one Macedonian language textbook, as well as on the examination of students’ and teachers’ viewpoints, concerning various aspects of formative assessment in Bitola, a region in the Republic of Macedonia. From the analysis it could be seen that there is strong support of formative assessment by the authorized structures, and that there are many positive and negative aspects of the use of formative assessment in the Macedonian language teaching process. The research has qualitative and quantitative paradigm. The methods for collecting and processing the data, and for gaining scientific conclusion are analysis, synthesis and comparison. The instrument consists of two questionnaires, one for students and one for teachers.

In the Republic of Macedonia, the formative assessment represents a new assessment paradigm that focuses on students as active participants during the teaching process. This paradigm was established in 2007 as part of the Primary Education Project (PEP) by USAID (United States Agency for International Development). This research is focused on the analysis of Macedonian language teaching curriculum from first to ninth grade of primary education in the Republic of Macedonia, on the analysis of the suitability of the tasks for formative assessment in one Macedonian language textbook, as well as on the examination of students’ and teachers’ viewpoints, concerning various aspects of formative assessment in Bitola, a region in the Republic of Macedonia. From the analysis it could be seen that there is strong support of formative assessment by the authorized structures, and that there are many positive and negative aspects of the use of formative assessment in the Macedonian language teaching process. The research has qualitative and quantitative paradigm. The methods for collecting and processing the data, and for gaining scientific conclusion are analysis, synthesis and comparison. The instrument consists of two questionnaires, one for students and one for teachers.