Relationship of elements and evaluation methods in the teaching of Biology, Bosnian language and literature and English language


  • Amela Medar Dzemal Bijedic University of Mostar, Pedagogical Institute
  • Aida Dziho Dzemal Bijedic University of Mostar, Faculty of Humanities
  • Alema Fazlic Elementary School Gnojnica, Mostar



valuation, evaluation, criteria for evaluating, outcom


Monitoring, evaluation and assessment of students' knowledge are inseparable processes that

subject teachers apply almost daily in their educational work. Experiences from teaching practice

point to the fact that the evaluation of student achievements is one of the most sensitive areas of a

teacher's work. The processes of assessment, evaluation and reporting on student achievements are

often in the focus of the professional public and as such are the subject of numerous discussions and

misunderstandings. The biggest shortcomings of the evaluation system in the area of Herzegovina-

Neretva Canton at the level of primary education are the absence of clear criteria according to

which student achievements and the desired level of objectivity are evaluated, which leads to

encouraging negative patterns of motivation and learning among students.

Evaluating students in class is a complex process, and in that process teachers can help themselves

and students only if they create an effective system of recording, monitoring and checking students’

knowledge and skills within their subject. The paper describes in detail the essential elements of the

evaluation process, namely evaluation methods, sources used in the evaluation process, evaluation

and assessment criteria. This paper presents the knowledge and thoughts of the authors, through

clear presentations of concrete examples for improving the process of monitoring, checking and

evaluating students’ knowledge in the teaching of Biology, Bosnian language and literature, and

English language, based on modern reform requirements.