One of the fundamental tasks of teachers is to evaluate the achievements of their students. Evaluation is a very complex and demanding task for all participants in the educational process. It is planned and carried out simultaneously with learning and teaching, therefore it must be well coordinated and monitor educational outcomes. In addition, it is important for teachers to know the docimological and pedagogical laws in order for the evaluation process to be credible and acceptable to students. The main purpose of evaluation and self-evaluation is to provide feedback to students, teachers and parents regardless of which approach, methods and techniques are used in the evaluation process. The peculiarity of evaluation in the subject Nature and Society is manifested in the interdisciplinary character of the subject. It is dominated by different and comprehensive content, which can and should be evaluated differently. In the literature, we come across different divisions of evaluation. This thesis deals with the division into a formative form of evaluation, which includes evaluation for learning and evaluation as learning, and a summative form of evaluation that includes evaluation of what has been learned. The aim of the diploma thesis is to present the forms of formative and summative evaluation that are represented within the teaching units of Nature and Society in the first four grades of primary school. The research was conducted within a qualitative research paradigm. Work on documentation and text analysis were used in collecting data on the representation of certain methods of evaluation in teaching practice. Descriptive statistics were used in the analysis and interpretation of the data. The results of the research should be used in designing formative and summative forms of evaluation in the teaching of Nature and Society according to the curricular structure of the educational process.