Mathematical knowledge is assessed at school, in national assessments of knowledge and as part of international research studies. Different knowledge assessments have distinct aims, but they should ...nevertheless be broadly comparable. In recent decades, Slovenian primary schools have seen a major increase in the share of students with above-average achievements. However, a comparison of final grades in Grade 9 of primary school with results from the national assessment of knowledge indicates the potentially subjective nature of school grades in mathematics, which would seem to question their purpose. The national assessment of knowledge, whose results correspond with the results of international studies (TIMSS), could be used to adjust knowledge assessment criteria and gradually ensure that knowledge assessment becomes fairer and more objective.
The article presents parents' views on the National Assessment of Knowledge at the end of the second educational period. In more detail we present the views of parents on the necessity of the ...National Assessment of Knowledge and on encouraging children to prepare for it. In the theoretical part we define assessments and further present The National Assessment of Knowledge. We then proceed to present the results of a survey conducted in 2014. The study involved 209 parents of pupils in the 6th grade from the Podravje and Pomurje region. The survey results show that the child’s accomplishment at the National Assessment of Knowledge provides good feedback for the parents regarding the child’s knowledge, however, they also believe it does not show a comprehensive overview of knowledge. Parents who have completed primary school and parents, who live in the Pomurje region, attribute a more prominent role in encouraging children to prepare for The National Assessment of Knowledge to the teachers, rather than themselves. The survey results alert us to the fact that children from the Pomurje region are in a less stimulating environment in terms of parents’ involvement.
The main and most important purpose of education at all levels is a high quality of teaching and learning process. Achievements of students have become one of the most important criteria for ...determining the quality of education systems in Europe and worldwide. In Slovenia, the results of pupils at National Assessment of Knowledge have two meanings: they provide teachers with additional information about the knowledge of pupils, and they are feedback about the quality of the work at a school. Since the results of Slovenian pupils at National Assessment of Knowledge in statistical regions of the country are very different and decline at the national level from year to year, we are interested in finding out what is going on with the quality of teaching in our schools, what the role of school policy in teachers’ professional development is, what attitudes teachers have towards their own professional development and what kind of competencies teachers develop through their professional development. Our survey wants to determine whether there are links between teachers’ professional development and achievements of pupils at National Assessment of Knowledge in Mathematics and Mother tongue, and which variables of the teachers’ professional development are determined the most by this indicator. Regarding the fact that many researches confirm the impact of teachers’ professional development on the results at National Assessment of Knowledge we expect to find out that teachers’ professional development is an important factor of pupils’ success at National Assessment of Knowledge. We expect to find out that the management approach to the teachers’ professional development in schools with the best results at National Assessment of Knowledge importantly differs from the management approach in schools with poorer results at National Assessment of Knowledge. We believe that teachers in schools with high results at National Assessment of Knowledge express more positive attitudes towards professional development and estimate their own competence development higher than teachers in schools with poorer results at National Assessment of Knowledge.
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