Analysis of written mathematical test in the 5th grade of elementary school

From the moment they enter primary school, students are faced with various challenges presented by the school. Among the more important and key components are knowledge evaluating and assessment. The Ruls on the examination and assessment and progress of pupils in primary school (2013) state that a teacher can test and assess knowledge in various ways. Written and oral examinations are traditional forms of knowledge assessment. The teacher can also check the students' knowledge in other ways, e.g. with products, project work and various forms of student performances in front of classmates. Despite the fact that the teacher is autonomous in the selection and planning, has to act in accordance with the laws adopted in the Republica of Slovenia. In the master's thesis, we focused on written tests for mathematics, which are intended for 5th grade students. Designing a written test is a very responsible and demanding task for every teacher. When planning, the teacher must pay attention to several factors: what he will check, taxonomic leveles of indivifual tasks, scoring, (minimum) standards of knowledge, types of tasks, giving instructions in an understandable and knowledge appropriate way mathematical terminology. When planning math written tests, the teacher can also use a network diagram. In the empirical part, we analyzed ten written tests in mathematics prepared by teachers for 5th grade students. The test were analyzed according to individual parameters: learning objectives, taxonomic leveles checked by the test tasks, knowledge standards, types of tasks, mathematical an linguistic adequacy, from correctness and solving time. The results of the reserch showed tat not all written tests of our sample, compiled by teachers, are of good quality. The analysis shows that teachers do not have problems in choosing mathematical terminology and learning objectives, which are written in the mathematics curriculum. The most deviations from the recommendations for a qualitatively designed knowledge test were in relationship between the types of tasks and the head of the written test. For other paramaters, the written tests partially met the recommendations. At the end of the research, we decided to neglect some of the test parameters that do not affect the student's demonstrated knowledge, and to re-evaluate the written tests, thus increasing the number of tests that we assessed as qualitative