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The paper presents a study conducted to draw attention to the possibilities of developing the skills of self-evaluation in the process of school learning and their relationship to student achievements. Strategy of here displayed self-evaluation is aimed at learning (development, formative purpose), and not according to numerical assessment (summative purposes). The study included 196 participants (188 students from two schools in Zadar and their 8 teacher). The experimental group included 98 ofstudents, while the control group included 90 ofstudents. With the aim of deep insight into the process of self-evaluation of students' achievements, during the study was used a combined methodology, which included the use of a questionnaire with seven questions of closed type and two open-ended questions intended for the free statements of students, taking part interview with students and semi-structured interviews with their teachers. The results of students' cognitive achievements of both groups, obtained by standardized tests of knowledge, were observedand and analyzed by methods of quantitative data processing. The results showed a statistically significant difference between the results of students experimental and control groups. Analysis of students' free narration and analysis of transcripts of interviews by teachers suggest, as has already been observed by quantitative analysis, trends of higher motivation of students, during and after continuous self-evaluation, reflection on cognitive and metakognitive level and about intensifying the teaching professional focus on the problems of student self-evaluation. Interpenetration of the conclusions of quantitative and qualitative analysis and interpretation is confirmed by the initial assumption that continuous formative self-evaluation of students, during school learning, positive impact on the level of students' achievements, and their interest in the topics.

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