The purpose of this thesis is to investigate summative assessments on world religions in primary school and discuss the results in relation to the curriculum (Lgr22). By analyzing exams and assessment matrices using Bloom's revised taxonomy, an expression of the perception of knowledge is made visible. Based on this expression of the perception of knowledge regarding world religions, it is possible to discuss the subject view that the exams contribute to. The method for this thesis is a content analysis where Bloom's revised taxonomy serves as the framework. The material is analyzed based on three different analytical questions to allow for three perspectives: type of knowledge, subject content, and assessment matrices. These perspectives are then complemented to each other in the discussion. The results of the analysis using Bloom's revised taxonomy show that a large majority of the exam questions reflect the lowest cognitive level and the simplest form of knowledge. There are exceptions in the table that indicate deeper knowledge, but not in sufficient numbers to significantly influence the discussion. The perception of knowledge is a simplified version of what the curriculum demands, which resembles previous research presented in the thesis. The consequence of this perception of knowledge is the subject view on world religions that students adopt. The subject view becomes that students perceive world religions as something brief and concise, and as something they can forget once the exam is over.