The national assessment of knowledge (NPZ) are tests that are made by experts of certain fields, which are then taken by pupils on the same day throughout the whole country. Since their implementation, they are the subject of debate in professional and everyday discussions. They are intended for pupils as well as teachers, parents, schools, professional school workers and for the school system on the national level. However, in my diploma thesis, I mainly focus on the attitude of pupils to NPZ-s. With two research questions, which I set out at the beginning of my research, I wanted to find out how pupils understand the meaning and purpose of the tests, how they prepare for said tests, what is the personal meaning of the test results for them and what are the differences between the pupils attitude towards the NPZ and the formal role of these tests. Some of he key findings obtained with a narrative analysis of fifteen pupils from the ninth grade in one of the elementary schools show, that pupils are familiar with the formal definition of tests but they do not take much pre-test preparation (they do not take them seriously). Most pupils, (except 4 of them) in this year's NPZ-tests do not worry about their achievements, because their results will not be taken into consideration for secondary school enrollment.