Abstrakt
Since 2005, a gradual curricular reform has been in progress at all education levels in the Czech Republic. New binding documents, called Framework educational programs (FEP) [1], were issued for each type of school.
According to these documents the students must achieve key competences and expected outcomes. For chemistry education, curriculum and expected outcomes are concisely provided and achieving the expected outcomes is obligatory for schools.
That creates a problem, because the FEP do not specify how these expected outcomes should be verified. One way to verify expected outcomes is the creation of indicators of education [2].
Learning exercises are good indicators for evaluating the quality of education. We focused on chemistry at grammar school level and we gradually processed the expected outcomes of students for general chemistry.
These detailed expected outcomes are divided according to different levels of Bloom's taxonomy of educational objectives [3] into three groups: knowledge and understanding, application of knowledge and higher levels of acquisition of knowledge. Each level is accompanied by an indicator.
Learning exercises are focused mainly on the practical application of knowledge from chemistry and they are varied in terms of content and formulation [4]. The created learning exercises will be verified at grammar schools in 2017.
During this process, the levels of achievement of expected outcomes, which are defined in the FEP, will be established.