Quality of knowledge assessment in primary school

Glavni cilj diplomske naloge je bil odkriti kakovost znanja v osnovni šoli pri naravoslovnih predmetih (biologija in naravoslovje) s pomočjo testov znanja, ki so ključnega pomena pri preverjanju znanja. V raziskavo so bili vključeni testi znanja, ki so jih sestavili učitelji biologije in naravoslovja iz širšega Celjskega območja Slovenije. S pomočjo omenjenih testov smo analizirali dejansko stanje in kakovost znanja, ki je od učencev zahtevan na določenem pisnem preverjanju. Ugotovili smo, da se dejansko stanje med učitelji zelo razlikuje. Testi znanja so v več kot 50 % nagnjeni k minimalnim standardom. Naloge v testih so nižjega nivoja znanja in so večinoma tipa dopolnjevanja in kratkih odgovorov. Rezultati so hkrati pokazali, da se testi znanja ponavljajo v odvisnosti od učitelja. To pomeni, da ima učitelj stalen vzorec izdelave testov znanja in od takšnega vzorca praviloma ne odstopa prav veliko.The main goal of gradual thesis was to investigate the quality of knowledge in primary school in natural science subjects (biology and natural science) by using knowledge tests, which have a key role in verifying knowledge. (The sources of data were knowledge tests) (In research were included knowledge tests), formulated by biology and science teachers from the wider area of Celje in Slovenia. Through tests we analyzed the actual situation and quality of knowledge that is required from students in a particular written examination. We found out that actual situation among teachers varies greatly. Knowledge tests are more than in 50 % leaded to minimum standards. Tasks in the tests are in lower levels of knowledge and they are usually a type of complementary and short answers. Results also show that knowledge tests are repeated depending on the teacher. This means that a teacher has a constant pattern of formulating knowledge tests and does not deviate from such a pattern much