A researcher conducted a study on the practice of evaluation in primary school teachers of social sciences in Slovenia.    They discovered that teachers very commonly use summative knowledge of evaluation and assessment form.  In evaluation teachers among authentic forms most commonly choose research, which is followed by evaluation by means of experiment, interview, portfolio and video. The researcher has elucidated about evaluation, assessment and authentic evaluation and assessment. 

Authenticity is an important element in the newer models of teaching, evaluation and assessment. Due to the fact that it is quite unclear how authentic evaluation and assessment should be implemented into practice, teachers still cling too much to traditional forms of knowledge, evaluation and assessment. 

Evaluation is the process of gathering information on learning and pupils’ understanding of the discussed learning content. In order to monitor pupil’s progress different methods are used i.e. observation, discussions, check lists, anecdotal records etc. 

Assessment is the process of finding and interpreting evidence to be used by learners and teachers in order to enable them to establish exactly where the learners are in their learning, where they have to focus and how they reach that position. 

Authentic Forms of evaluation and assessment:

Authentic assessment activities are designed to mimic the complexity of ‘real world’ situations that students may encounter in life and require the application of a combination of skills related to knowledge, skills and attitude.

Authentic forms that are appropriate for the evaluation in the subject social studies are simulation; conversation with elderly locals about town’s history and life: connecting with the community and discussion on the possibilities of development of the place; interview with a specialist who deals with furnishing and portfolio.  Students’ form of portfolio development process indicates that the procedure itself made them more aware of their own learning process and how they needed to take control of their learning activities to make them more meaningful for personal and professional growth. 

This research is relevant in this era of constructivist pedagogy. It is useful for in-service teachers of social sciences. Researchers suggested that the undergraduate teacher education should in terms of knowledge evaluation and assessment; represent a solid basis for further professional growth process.  Pupils should be given opportunity to demonstrate their knowledge in different ways and in authentic problem situations. 

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