Analysis of elementary school pupils’ achievements on the national assessment of knowledge in biology
Jelka Strgar
Abstract
The purpose of the national assessment of knowledge (NAK) in Slovenia
is to gather feedback information about how the national educational system works
and what level of educational aims and standards that are prescribed in the national
curriculum is being reached. Thus far, biology has been one of the subjects on the
NAK five times. In our survey, we analysed 119 items taken from the last four NAK
in biology (2009, 2011, 2014, and 2017) in which 18,730 pupils took part. We were
interested in weak and strong sides of the biological knowledge of our pupils at the end
of their primary education. We determined that pupils, in general, possess satisfactory
basic knowledge of biology. The quality of knowledge of all six tested content units
(cell, heredity, and biotechnology; human body; ecology; plants; animals; research,
experiments, reading of tables, graphs, and figures) was not significantly different.
However, pupils showed the least knowledge about cell, heredity, and biotechnology;
therefore, in planning lessons in the future, there should be more emphasis on these
three topics. Pupils showed significantly more knowledge on multiple-choice items
in comparison to half-open-ended items, which was expected. As also expected, they
showed significantly more knowledge on items of the first cognitive level, less on items
of the second cognitive level, and the least on items of the third cognitive level. The
role of the NAK in biology should remain helping teachers in planning their lessons
and, through this, positively influencing pupils’ knowledge.
Keywords
primary education, achievements, knowledge, biology, national assessment of knowledge |