(CZ) K otázce hodnocení účinnosti výchovného procesu na základní škole a na gymnáziu
(EN) To the question of evaluating the effectivity of the educational process at the basic school and the grammar school

In the educational practice the criteria of effectivity of the educational process should support a more objective estimating of the acquired level of the learners’ well-breeding and the changes in the development of their personalities. At the same time they make it possible to evaluate the quality of the educational influence in the educational process, and to plan the educational work in a differenciated way. The effort to formulate those criteria is founded on a broadly conceived research.
Beside the traditional judgements about the applied educational methods, means and forms of work, the evaluation of an educational process makes it necessary to confront the functional aims of influencing the pupils through education with the functional consequences which become evident in the standard of the pupils well-breeding and their behaviour. In this connection those criteria are educational means for making the educational process optimal, as well as for stating a purposeful correction in directing the process to its goal.
The first project of those criteria of effectivity of the educational process for the first and second g ^ e s of the basic school was elaborated in 1985 in the Institute of Pedagopcal Research. In that project the criteria have been formulated from the point-of-view of the individual compounds of the communist education, that is the formative, cognitive, emotional, motivation and volitional aspects of the learners’ psychics, and from the point-of-view of forming his or her consciousness convinction, commitment, and self-correction. The experience from verifying those criteria in the schol practice have indicated a necessity of a complex simplifying.
Further on the relation between independence and dependence are referred here to, as in a certain proportion, they are always interrelated. Two taxonomies are necessary to measure the level of independence: the cognitive demands of the teaching goals, and the standard of complexity of the solving of the problem given.