Abstract
The educational objectives at ISCED3 level in the Czech Republic are currently determined by the so-called Framework Educational Programs. Framework Educational Programs design the expected outcomes of pupils in every educational subject.
The expected outcomes are expressed by active verbs. These expected outcomes are very brief, but they achive to the highest level of the Bloom's taxonomy of the educational objectives.
It is clear that the pupil can achieve these outcomes only after acquiring knowledge and skills at lower levels. In our project we first focused on determining and designing partial cognitive outcomes at different levels of learning in chemistry education.
Further, the project is focused on the creation of indicators, which are suitable learning tasks, which verify the achievement of partial outcomes of chemical education in 4-year grammar school. Indicators are created at three levels of difficulty - knowledge acquisition, application of knowledge and thinking and problem solving, and they are gradually piloted in school practice.
The contribution will illustrate the setting of partial outcomes and the assignment, solution and evaluation of one set of indicators for pupils of the 1st year of a 4-year grammar school that took place in autumn 2017.