Evaluation is an indispensable part of upbringing and education. Evaluating the teaching process is the duty of every teacher. Evaluation can be defined as the collection of data about students in the learning process and the understanding of the achieved level at which the student is (Jurjević Jovanović i sur., 2020.). Evaluation can be divided into formative and summative evaluation. It is considered that formative assessment is more effective than summative assessment because it actively involves students in teaching. His focus is on achieving the best possible results for students by providing quality feedback. Summative evaluation provides a final judgment on the child's knowledge and skills and is expressed as a descriptive or numerical evaluation. The assessment does not fall under effective feedback because the students do not get an answer as to what they have mastered and what they have not. In this way, they do not receive quality feedback and do not have further guidelines for successful learning. In the empirical part of the work, the number of questions in two textbooks of different authors for 1st and 4th grade, which refer individually to evaluation for learning, evaluation as learning and evaluation of what has been learned, is analyzed and is connected with the results from the National Curriculum for the subject Nature and society. The textbooks we use are Exploring Our World 1, Exploring Our World 4, Nature, Society and Me 1 and Nature, Society and Me 4.