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Contemporary teaching is geared towards creating conditions for students to develop comprehension of the subject matter and apply the knowledge they have acquired. Knowledge tests administered in class are accordingly expected to include questions that test students' level of comprehension and ability to apply knowledge. The aim of our study was to establish to what extent comprehension and knowledge application questions are represented in Serbian language tests, and also to establish and compare their characteristics, using the descriptive-analytical method and the techniques of interviews and content analysis. Twenty-four teacher-made tests were analyzed, comprising a total of 226 questions. The findings indicate that there are similarities between questions of comprehension and knowledge application in terms of the subject areas they cover, their wording, the most common types of questions and certain aspects of formatting. Questions differ in their difficulty in relation to educational standards. The findings draw attention to the fact that there are teachers who equate the level of knowledge tested by a question with the level of achievement referenced by the question according to educational standards. There is little variation in the types of questions and in the use of technical features to enhance the directivity of questions. In certain aspects of question construction, teachers rely on questions from books of problems for matriculation exam practice. Overall, there is room for improvement in teachers' skills in constructing subject matter comprehension and knowledge application questions.

Normative rules of standard Serbian language are acquired during primary and secondary education through curriculum demands of Serbian language instruction, which takes place in three fields: grammar, orthography and culture of expression. Topic of interest in this paper is the quality of written expression of 6th and 7th grade pupils, in the context of all three fields specified to be mastered by the curriculum of Serbian language. Research comprised 148 primary school pupils from Belgrade. Linguistic analysis of spontaneously created written text was performed, in the conditions where it was not explicitly demanded form the pupil to write correctly. The results indicate that the majority of pupils make spelling and grammatical errors, meeting the condition for the basic level of mastering the knowledge in Serbian language according to the standards specified for the end of compulsory education. In addition to this, a considerable majority of pupils has a satisfactory level of culture of written expression. Pupils more often make spelling than grammatical errors. Seventh grade pupils are better than sixth grade pupils with respect to adhering to grammar rules and according to culture of written expression, while the mark in Serbian language and general school achievement of pupils correlate only with the degree of adhering to the orthographic rules. It was concluded that not only individual programs of support for pupils who make more errors are necessary, but also launching national projects for the development of linguistic competence of the young in Serbia. Normativna pravila standardnog srpskog jezika stiču se tokom osnovno- školskog i srednjoškolskog obrazovanja kroz programske zahteve nastave srpskog jezika, koja se odvija na tri područja: gramatika, pravopis i kultura izražavanja. Predmet interesovanja u ovom radu je kvalitet pismenog izražavanja učenika VI i VII razreda, u kontekstu sva tri područja čije je ovladavanje predviđeno nastavnim planom i programom iz srpskog jezika. Istraživanjem je obuhvaćeno 148 učenika osnovne škole iz Beograda. Izvršena je jezička analiza spontano nastalog pisanog teksta, u uslovima gde nije eksplicitno traženo da učenik piše pravilno. Rezultati ukazuju da većina učenika pravi pravopisne i gramatičke greške, zadovoljavajući uslov za osnovni nivo ovladanosti znanjem iz srpskog jezika prema standardima predviđenim za kraj obaveznog obrazovanja. Takođe, značajna većina učenika ima zadovoljavajući nivo kulture pismenog izražavanja. Učenici češće prave pravopisne nego gramatičke greške. Učenici sedmog razreda su bolji od učenika šestog razreda u pogledu pridržavanja gramatičkih pravila i prema kulturi pismenog izražavanja, dok ocena iz srpskog jezika i opšti uspeh učenika koreliraju jedino sa stepenom pridržavanja pravopisnih pravila. Zaključeno je da su potrebni ne samo individualni programi podrške za učenike koji više greše, već i pokretanje nacionalnih projekata za razvoj jezičke kompetencije mladih u Srbiji.

Normativna pravila standardnog srpskog jezika stiču se tokom osnovno- školskog i srednjoškolskog obrazovanja kroz programske zahteve nastave srpskog jezika, koja se odvija na tri područja: gramatika, pravopis i kultura izražavanja. Predmet interesovanja u ovom radu je kvalitet pismenog izražavanja učenika VI i VII razreda, u kontekstu sva tri područja čije je ovladavanje predviđeno nastavnim planom i programom iz srpskog jezika. Istraživanjem je obuhvaćeno 148 učenika osnovne škole iz Beograda. Izvršena je jezička analiza spontano nastalog pisanog teksta, u uslovima gde nije eksplicitno traženo da učenik piše pravilno. Rezultati ukazuju da većina učenika pravi pravopisne i gramatičke greške, zadovoljavajući uslov za osnovni nivo ovladanosti znanjem iz srpskog jezika prema standardima predviđenim za kraj obaveznog obrazovanja. Takođe, značajna većina učenika ima zadovoljavajući nivo kulture pismenog izražavanja. Učenici češće prave pravopisne nego gramatičke greške. Učenici sedmog razreda su bolji od učenika šestog razreda u pogledu pridržavanja gramatičkih pravila i prema kulturi pismenog izražavanja, dok ocena iz srpskog jezika i opšti uspeh učenika koreliraju jedino sa stepenom pridržavanja pravopisnih pravila. Zaključeno je da su potrebni ne samo individualni programi podrške za učenike koji više greše, već i pokretanje nacionalnih projekata za razvoj jezičke kompetencije mladih u Srbiji. Normative rules of standard Serbian language are acquired during primary and secondary education through curriculum demands of Serbian language instruction, which takes place in three fields: grammar, orthography and culture of expression. Topic of interest in this paper is the quality of written expression of 6th and 7th grade pupils, in the context of all three fields specified to be mastered by the curriculum of Serbian language. Research comprised 148 primary school pupils from Belgrade. Linguistic analysis of spontaneously created written text was performed, in the conditions where it was not explicitly demanded form the pupil to write correctly. The results indicate that the majority of pupils make spelling and grammatical errors, meeting the condition for the basic level of mastering the knowledge in Serbian language according to the standards specified for the end of compulsory education. In addition to this, a considerable majority of pupils has a satisfactory level of culture of written expression. Pupils more often make spelling than grammatical errors. Seventh grade pupils are better than sixth grade pupils with respect to adhering to grammar rules and according to culture of written expression, while the mark in Serbian language and general school achievement of pupils correlate only with the degree of adhering to the orthographic rules. It was concluded that not only individual programs of support for pupils who make more errors are necessary, but also launching national projects for the development of linguistic competence of the young in Serbia.

Capital letter is a very significant area of orthography, both in regular primary school and the school for deaf and hard-of-hearing pupils. The Serbian Language Orthography by Matica Srpska contains over one hundred chapters and subchapters dedicated to the norms of the use of capital letter. Namely, the rules on the use of capital letter are orthographic rules which pupils encounter earliest (spelling their names and surnames, name of the school etc.). The goal of the research is the way of adoption and peculiarities in adoption of orthographic rules on the use of capital letter in deaf and hard-of-hearing pupils and the influence of age, degree of hearing impairment and gender on adoption of rules on the use of capital letter in deaf and hard-of-hearing pupils. Research was conducted in schools for deaf and hard-of-hearing pupils in Belgrade and Jagodina and in one regular primary school in Belgrade. The sample consisted of two groups of respondents: deaf and hard-of-hearing pupils from 5th to 8th grade, N=67, and hearing pupils, N=60. The instrument used in the research is the Test for the Use of Capital and Small Letter (N. Dimic) and Corpus for Literacy Evaluation (J. Stevanovic), devised exclusively for the purposes of this research. Based on the results of the conducted research, we reached the conclusion that deaf and hard-of-hearing pupils use certain orthographic rules. With respect to the orthographic demands which we set to the pupils in deaf and hard-of-hearing pupil population, the results indicate that deaf and hard-of-hearing pupils accomplish lower achievement than the hearing pupils in applying orthographic rules on the use of capital letter, except in applying the rule about the use of capital letter in geographic names consisting of several elements and names of ethnics, as well as in spelling the possessive adjectives derived by the suffix-ev. In addition to this, the results indicate that age, degree of hearing impairment and gender do not have a statistically significant influence on the adoption of the rule on the use of capital letter. Posebno značajnu pravopisnu oblast, kako u redovnoj osnovnoj školi, tako i u školi za gluve i nagluve učenike predstavlja veliko slovo. U Pravopisu srpskoga jezika Matice srpske nalazi se više od stotinu poglavlja i potpoglavlja koja su posvećena normama o upotrebi velikog slova. Naime, pravila o upotrebi velikog slova jesu ortografska pravila sa kojima se učenici najranije susreću (pisanje imena i prezimena, naziva škole i sl.). Cilj istraživanja predstavlja način usvajanja i specifičnosti usvajanja ortografskih pravila o upotrebi velikog slova kod gluvih i nagluvih učenika i kakav je uticaj uzrasta, stepena oštećenja sluha i pola na usvajanje pravila o upotrebi velikog slova kod gluvih i nagluvih učenika. Istraživanje je sprovedeno u školama za gluve i nagluve učenike u Beogradu i u Jagodini i u jednoj redovnoj beogradskoj osnovnoj školi. Uzorak su činile dve grupe ispitanika: gluvi i nagluvi učenici od V do VIII razreda, N=67 i učenici koji čuju, N=60. Instrument korišćen u istraživanju je Test za upotrebu velikog i malog slova (N. Dimić) i Korpus za procenu pismenosti (J. Stevanović), koji je koncipiran isključivo za potrebe ovog istraživanja. Na osnovu rezultata sprovedenog istraživanja došli smo do zaključaka da gluvi i nagluvi učenici upotrebljavaju pojedina pravopisna pravila. U vezi sa pravopisnim zahtevima koje smo postavili učenicima u populaciji gluvih i nagluvih učenika, rezultati ukazuju da gluvi i nagluvi učenici ostvaruju lošije postignuće, nego učenici koji čuju, u primenjivanju pravopisnih pravila o pisanju velikog slova, osim u primenjivanju pravila o pisanju velikog slova u višečlanim geografskim nazivima i nazivima etnika, kao i u pisanju prisvojnih prideva izvedenih nastavkom-ev. Takođe, rezultati pokazuju da uzrast, stepen oštećenja sluha i pol nemaju statistički značajan uticaj na usvajanje pravila o pisanju velikog slova.

Alongside with mastering the laws of grammar, students also master the rules of orthographic norm. One of the basic principles on which the orthographic norm of Serbian language is based is that there is no gap between the written and spoken word, but harmony. For that reason the adoption of orthographic rules is more difficult and complex to deaf and hard of hearing students, since the quality of oral speech is impaired, and sometimes this kind of speech is insufficiently developed in this population as well. The goal of this research was to study the extent to which deaf and hard of hearing students have mastered certain orthographic laws and whether there are differences in the degree of adoption of certain orthographic rules between the deaf and hard of hearing students and the students attending the regular primary school. Research was conducted in schools for deaf and hard of hearing students in Belgrade and Jagodina and in one regular primary school in Belgrade. The sample consisted of two groups of respondents: deaf and hard of hearing students from 5th to 8th grade, N=67, and hearing students, N=60. The instrument used in the research is Corpus for Literacy Evaluation (J. Stevanovic), devised exclusively for the purposes of this research. Based on the results of the conducted research, we reached the conclusion that deaf and hard of hearing students use certain orthographic rules. Still, the majority of orthographic rules have not been adopted and are not used to the extent they should and to the extent to which hearing students have mastered the orthographic norm. Compared to orthographic fields (script, spelling words together and separately and abbreviations) which we studied in this research, it was perceived that the population of deaf and hard of hearing students has the least difficulties in adopting Cyrillic and Latin script, while spelling of abbreviations is most difficult to adopt for deaf and hard of hearing students, although it was noticed that spelling words together and separately is also a considerable problem to deaf and hard of hearing students. Uporedo sa ovladavanjem gramatičkim zakonima, učenici savlađuju i pravila ortografske norme. Jedan od osnovnih principa na kojima se zasniva pravopisna norma srpskog jezika jeste da između pisane i govorne reči ne postoji jaz, već harmonija. Utoliko je usvajanje pravopisnih pravila teže i kompleksnije gluvim i nagluvim učenicima, budući da je kvalitet usmenog govora narušen, a ponekada je ovaj vid govora i nedovoljno razvijen u ovoj populaciji. Ovo istraživanje imalo je za cilj da ispita u kojoj meri su gluvi i nagluvi učenici ovladali pojedinim pravopisnim zakonima i da li postoje razlike u stepenu usvajanja određenih ortografskih pravila između gluvih i nagluvih učenika i učenika koji pohađaju redovnu osnovnu školu. Istraživanje je sprovedeno u školama za gluve i nagluve učenike u Beogradu i u Jagodini i u jednoj redovnoj beogradskoj osnovnoj školi. Uzorak su činile dve grupe ispitanika: gluvi i nagluvi učenici od V do VIII razreda, N=67 i učenici koji čuju, N=60. Instrument korišćen u istraživanju je Korpus za procenu pismenosti (J. Stevanović), koji je koncipiran isključivo za potrebe ovog istraživanja. Na osnovu rezultata sprovedenog istraživanja došli smo do zaključaka da gluvi i nagluvi učenici upotrebljavaju pojedina pravopisna pravila. Ipak, većinu pravopisnih pravila nisu usvojili i ne upotrebljavaju ih u meri u kojoj bi trebalo i u meri u kojoj su znanjem o ortografskoj normi ovladali učenici koji čuju. U odnosu na pravopisne oblasti (pismo, spojeno i odvojeno pisanje reči, i skraćenice) koje smo u ovom istraživanju ispitivali, uočeno je da populacija gluvih i nagluvih učenika najmanje teškoća ima u usvajanju ćiriličnog i latiničnog pisma, dok pisanje skraćenica gluvi i nagluvi učenici najteže usvajaju, premda je uočeno da i spojeno i odvojeno pisanje reči predstavlja značajan problem gluvim i nagluvim učenicima.