Under the umbrella of VUCA-world and growing international competition, the human factors are playing more important role in higher education (De Witt, H., Gacel-Avila, J., Jones, E. & Jooste, N. (eds.): The globalization of internationalisation, Routledge, London. (2017);Maringe and Foskett in Maringe and Foskett (eds), Globalization and Internationalisation in Higher Education, Continuum International Publishing Group, London, 2012;). Innovative teaching methods and formative assessment are significant transformational part of this process (Smith M.K; Vass,V: The relationship between internationalisation, creativity and transformation: A case study of higher education in Hungary TRANSFORMATION IN HIGHER EDUCATION 2: 1 pp. 1-9. (2017)). No doubt, teaching and learning methodology and assessment has strong coherency (Marzano, R.J.: The Arts and Science of Teaching. ASCD, Alexandria, VA (2007)). This presentation focuses on the relationship between innovative teaching methods and formative assessment. In the first part of the presentation, the philosophical phenomena of this process comes from John Dewey 'learning by doing' principle (Dewey in Experience and Education, Macmillan Company, New York, 1938). Thus, innovation teaching methods have strong impact of different types of interactions and broader meaning of learning, especially problem-, projectand inquiry-based learning (Hattie in Visible learning: A synthesis of over 800 meta analyses related to achievement, Routledge, New York, 2008). Formative assessment focuses on following students' progression and continuous feedback changing feedback culture in the teaching and learning process [Wiliam in Stud. Educ. Eval. 37:314, March 2011; Wiliam, D., Thompson, M.: Integrating assessment with learning: What will it take to make it work? In: Dwyer, C.A. (ed.) The future of assessment: shaping teaching and learning, pp. 53-82.Lawrence Erlbaum Associates, Mahwah, NJ (2007);]. Obviously, there are strong coherence between innovative teaching methods and formative assessment. In the second part of the presentation, the case study from Budapest Metropolitan University gives evidences to this required relationship giving best practises on innovation and formative assessment. Finally, at the end of the presentation, opened conclusion has dilemmas and questions.
