Evaluation in education is a key element that enables the assessment of the effectiveness of teaching methods and student progress. The goal of evaluation is to collect, analyze and interpret information that helps in making informed decisions about learning and teaching. This process includes not only evaluating student achievement but also providing continuous feedback that can improve the educational process. Evaluation can be divided into several basic types, including formative, summative, and diagnostic evaluation. Formative evaluation monitors the progress of students during the teaching process, enabling the adaptation of teaching methods according to the needs of students. Summative evaluation, on the other hand, evaluates student achievements at the end of the educational period through final exams or grades. Diagnostic evaluation is used to identify the specific needs of students before starting to adopt new teaching content. Different assessment methods include quantitative methods, such as standardized and multiple-choice tests, and qualitative methods, such as essays, projects, and portfolios. Each of these methods provides a unique insight into a student's abilities and achievements, enabling a holistic approach to assessment. The basic elements of evaluation include clearly defined objectives, transparency and reliability, validity, feedback and adaptability. Clearly defined objectives ensure that assessment measures relevant aspects of student knowledge and skills, while transparency and reliability ensure consistency and repeatability of results. Assessment validity ensures that what is intended to be measured is measured, while quality feedback helps students understand their strengths and weaknesses and guides further learning. This graduation thesis includes evaluation systems that are determined by the curriculum and are presented through examples from four different countries: Croatia, Slovenia, Finland and Germany. The goal of such an approach, comparison and analysis, is to show the advantages and disadvantages of each of the mentioned educational systems, and to identify examples of good practice that could be useful for improving educational policies in different environments.