This publication represents a progression of our earlier research, which involved the analysis of Slovak teachers’ assessment practices in educational robotics. We subsequently designed assessments for direct classroom teaching that reflected the unique characteristics of educational robotics, incorporating rubrics, peer assessment and self-assessment. These less traditional assessment methods, for Slovakia, are currently being validated in a variety of secondary schools across different regions of Slovakia. This paper presents results obtained from a case study. The subject is a teacher who participated in our research on the application of non-traditional ways of educational robotics assessment in direct teaching in a high school. For many years, the teacher had been assessing students in a way that did not include any feedback or differentiation between successful and unsuccessful students. After participating in the research, we noted positive changes in the teacher’s methods of teaching and assessment. The objective of this paper is to demonstrate how her perception of the subject has been influenced by the adoption of non-traditional assessment methods. We also discuss potential challenges associated with adopting these methods.