Autonomous and Heteronomous Conceptions of Contemporary Problem of Educational Theory and Practice

The article is focusing on an educational analysis of evaluation in the school educational process. Evaluation in school is characterised as systemic feedback information. Its impact in the educational process is analysed from two main perspectives: (1) the relation of evaluation to intentional education of pupils, (2) the informational potential of school evaluation for pupils, teachcrs and parents. Two functional educational dimensions of evaluation in school are discerned on this basis: evaluation as an educational tool of the teacher, evaluation as an aim of the pupil‘s learning. From this are derived two different concepions of evaluation in the process of teaching: the autonomous conception based on evaluation as an aim of learning and the heteronomous conception in which evaluation is a tool of the teacher. Based on this distinction, several problem areas are identified allowing for more systematic work with school evaluation in educational practice and theory.