My research focuses on student-oriented supportive assessment in various fields of education. Its relevance is derived from the scientific fact that a paradigm shift in educational assessment is the key to high-quality education. The importance of assessment for learning has been proven in the Knowledge Age; however, its implication in educational practice is still to come. Our workgroup of the international project CHARM-EU is working on a student-supportive assessment system for the tertiary education, and this international cooperation creates the possibility to be able to resume my yet-unfinished literature review. Based on this, the upcoming phase of my research develops an effective toolkit for primary-school teacher training and six-to-twelve-year-old students. My intention is to elicit how a student-centred and student-supportive approach could be built into the practice of primary education and BA-level teacher training.

According to UNESCO Sustainability Strategy (USC 2030) the education of the active and responsible citizenship for the future is a core issue that requires the establishment of these peculiarities in childhood. In order to achieve this, in the framework of the EU UKids international project, our research group had the possibility to examine the feasibility of entrepreneurial education for five-to-twelve-year-old students. The executed programme has a constructivist approach and is based on challenge-based and project-based learning. I research the theoretical and practical issues of entrepreneurial education with a special focus on its social aspect. The current phase of my research seeks for an answer whether it is possible to transform teachers’ and teacher candidates’ views and to imply entrepreneurial education, as an EU key competence defined in the National Core Curriculum of Hungary, in educational practice.