In the following study, teachers and students perceptions of the national tests in history have been investigated. The study was conducted using focusgroups, one group of four students in grade five and four students in grade six and one group of three teachers. In the focusgroup with teachers, I have also chosen to focus on their work of assessment by the national tests.

It was found that both teachers and students are positive to the national tests, not just in history. This has been indicated in previous research. The tests were considered to be an evaluation and development of teachers' work, whether they taught in a satisfactory manner and whether students have learned what they are expected to. The students experiencing stress at the test situations and permeate their opinion. However, this is something they feel overall kinds of tests. The teachers are aware of the stress the students feel so they prepare them in different ways in the classroom. Students are prepared from grade 4 through different tests formed by the national tests. Based on an assessment aspect the tests are not the only way for the students to show their capacity. In the long term, the national tests that are summative in nature can be used in formative assessment. Teachers need more time and resources to the evaluation process that is time consuming. The national tests can be used as a tool for a better school if they are used properly and given time and resources. The result of the work that teachers and students do today based on a relatively new curriculum will not be displayed at this time. The implement and work with Lgr 11 takes time.

Keywords: national tests, samples, history, assessment