Assessment and evaluation of knowledge in natural sciencies and technics in the second cycle of the elementary school

Assessment and evaluation of knowledge in natural science and technics differ a lot regarding to the teacher. Some teachers prefer traditional assessment of knowledge, others look for new methods of assessment as the teaching of natural science itself faces new guidelines which tend to make lessons more interesting, better and more diverse. Such methods try to encourage a student to think about the laws of nature and natural processes which take place in nature. Moreover, students get closer to nature and their relation to nature/natural science improves. In my research I tried to verify to what extent the assessment and evaluation of knowledge in natural science vary regarding the teacher and their teaching methods. I prepared and distributed a questionnaire to teachers. One part of the questionnaire was a test of a 4th grade student with his/her answers. The teachers had to correct and evaluate it. The other part of the questionnaire was a numeric scale in which teachers had to decide to what extent they agree or disagree with the statements regarding the assessment and evaluation of the knowledge in natural science. According to the results I found out that these two processes differ among teachers. The grades as well as some of their opinions about assessing and evaluating differed – the biggest differences were those which take into account the students individuality with the assessment and evaluation, the smallest differences were those which regard the homework