School assessment culture, digital teaching and learning environment, assessment principles, assessment competencies of teachers, ethics of assessment, legitimacy of assessment.

As part of a broader culture of teaching and learning, the school assessment culture is not yet sufficiently described in terms of its importance, components, and educational effects. School assessment or diagnostics possibilities are also beginning to change in today's rapidly evolving digital learning environment. They consist of computer testing, adaptive testing with elements of artificial intelligence, self-diagnosis of learning prerequisites, learning styles, professional orientation or levels of several key competencies. The first part of the paper introduces and specifies the construction of a school assessment culture in the current educational paradigm based on the analysis of relevant sources. School assessment culture is a set of opinions, value preferences and skills of its actors; it is a recognition of the legitimacy of its processes and a way of using or creating relevant standards. The actors' views may relate to the assessment functions, its typology according to many criteria, and teachers and students' roles in this process. Value preferences mainly include accepting suitable assessment parameters (objectivity, validity, fairness, objectivity, reliability, homomorphism), evaluation principles or practices. The legitimacy of the processes stems from the recognised roles of teachers and students in the teaching and learning processes and legal norms, which are usually specified by school standards and implemented with varying degrees of respect. Based on research studies and reflections on best practices. Based on both parts, the construct "culture of school assessment in the digital learning environment" is newly reformulated, and its contribution to the evaluation processes is outlined.