摘要：The educational objectives in the Czech Republic are determined by so-called Framework Education Programs. For each individual subject, compulsory curriculum and expected outcomes of pupils are determined. Expected outcomes are defined by active verbs and they match the highest level of Bloom’s taxonomy of educational objectives. For the pupils to reach these objectives, they first have to acquire the knowledge and skills of the lower levels. Our project is focused on the creation of indicators, by which we mean suitable learning exercises, which serve to verify the attainment of objectives of chemistry education at upper secondary school. These indicators are being created on the three levels of difficulty – acquisition of knowledge, the application of said knowledge, and reasoning and problem solving. The indicators are being tested in the school practice.
