Evaluation is an integral part of the educational process. It is superior to the assessment, monitoring and verification, and in essence expresses the importance, the role and the means of implementing these procedures. Assessment, as a constituent of the evaluation, refers to the performance of the final product of a given work or activity and is expressed by rating, most often numerically. What is crucial for the implementation of evaluation and assessment are the objectives of the teaching process, the learning outcomes (educational achievements) that are prescribed by the Curriculum (2006) issued by the Ministry of Science, Education and Sports. Croatian language, as a school subject, consists of several areas, of which in this paper special attention will be devoted to the area of language or evaluation within the same area. Although assessment in educational institutions is regulated by legal regulations, there are a number of problems that are reflected in the teaching process. Problems of assessment in Croatian language derive from the unspecified standards that students have to satisfy in order to express a certain grade and assessment criteria that teachers create independently. Evaluation is, therefore, subjected to the subjectivist evaluation of the teacher, ignoring one of the basic principles of evaluation -objectivity. These problems are being minimized by the current curricular reform which, among other things, proposes a different evaluation and assessment system in schools.