Knowledge assessment and grading is part of every stage of education. Through such activities, learners and parents receive relevant information about learner's knowledge and improvement. On the other hand, teachers seize through knowledge assessment and grading information how successful they are in fulfilling learning objectives of the curriculum, specific learning units and of the subject itself. An important source of information for teachers are as well external examinations. Subjects of natural sciences (or chemistry, to be specific) were from 1995 to 2015 examined by the three external knowledge assessments: NPZ (National Assessment of Knowledge), PISA (Programme for International Student Assessment) and TIMSS (Trends in International Mathematics and Science Study). TIMSS assesses learning objectives that are the same in every country, where the survey is carried out, while PISA focuses on assessment and application of knowledge in real life situations. The main goals of my diploma paper were to discuss if chemistry teachers in Slovene primary schools are acquainted with the key objectives of NPZ, TIMSS and PISA, if they recognize the applicative value for their own teaching and to collect suggestions from chemistry teachers how to improve such knowledge assessments, so teachers would recognize them as important and useful. In the theoretical part of my diploma paper, I introduced general information about knowledge assessment and grading in primary school, key objectives of NPZ, TIMSS and PISA and a short review of quality assurance of external knowledge assessment in Europe. Data presented in the empirical part of the paper were analysed with Excel.
The results show that chemistry teachers are best acquainted with goals related to NPZ, followed by TIMSS, while their knowledge about PISA survey’s goals is weaker. Results show that the majority of teachers included in my research do not additionally prepare their learners for the external knowledge assessment from chemistry. In their opinion, the important applicative value of such knowledge assessments are the new types of tasks that occur.