Based on new didactic approaches in the evaluation of attainment, with emphasis on formative assessment, a model of formative assessment was developed under the following projects of the National Education Institute of the Republic of Slovenia: EUfolio (2013–2015), Assessment for Learning (2013–2014), ATS 2020 (2015–2018) and Formativno spremljanje/preverjanje [Formative Assessment] (2015–2017); under all of the aforementioned projects, this model was being developed and tested also by history teachers in primary and secondary schools. It is a process of the formative assessment and evaluation of knowledge, which includes determining prior knowledge; explaining the purposes of learning by planning personal learning objectives based on the overall ones and by planning success criteria which are derived from the learning objectives; the planning of strategies for successful and effective achievement of learning objectives, for collecting evidence of achieving learning objectives, and for the (self-)evaluation of the effectiveness of the learning and knowledge of students, and consequently, of the effectiveness of the teacher’s teaching. This evaluation enables insight into the student’s level of the achievement of learning objectives and the planning of further improvements to learning, while enabling the teacher to reflect on how to provide effective and successful support to students on their path towards quality learning and knowledge of history. For this purpose, strategies for effective learning and teaching of history have been developed and tested, along with the corresponding formative assessment tools. Focus is placed on success criteria which enable giving quality feedback for the purpose of improving learning strategies and the quality of knowledge.