Twelve primary school teachers and twelve secondary school teachers of the mother tongue were requested to state the aspects of pupil’s knowledge that they required and evaluated in the traditional examinations. Their statements show that on the whole they reqest all aspects of knowledge. Primary school teachers agreed in stressing the factual, and secondary school teachers the operational, aspects. When all these teachers were next asked to evaluate pupils’ papers permitting assessment of different aspects, it was ascertained that both groups were not equally impartial in their evaluations. Primary school teachers were most impartial in assessing the factual aspect (which they had claimed unanimously as their most relevant examination requirement) while secondary school teachers were most impartial in assessing the operative aspect (which they had also claimed unanimously as their most relevant requirement). They were not able to evaluate with equal degree of imartiality other aspects of pupils’ knowledge, though required in examinations.
