Pupils at our schools learn manual work In the lessons of workshop practice and fundamentals of p rod u ction ; they have been taking these lessons in school laboratories, on the sch o o l' plot and in factories for only a short time. Therefore the experience with the workshop practice of the youth and its testing and appraising is not yet com plete. For the same reason even this contribution cannot, at present, give a system atic solution of all the problems involved in testing and appraising the abilities of pupils in the lessons of workshop practice.
The appraisal of the pupils’ abilities has alw ays been a big problem, whether it was the question of showing to what extent the marks give a true picture of the pupils’ real abilities and attainm ent, or the question of what the marks mean to the teacher, the pupil and the parents. We know that the views on marking the pupils’ attainment differed greatly ranging from entirely pessim istic ones, which regarded marking as a pointless formality, to views which saw in the marks the final aim of all the teacher’s work. The appraisal of the pupils’ work is a serious problem also today. So far the problems of testing and appraising the pupils’ work in workshop practice lessons have not been tackled on the whole.
The article outlines the basic problems involved in testing and appraising the attainment of the General Secondary School pupils in their workshop practice lessons in school workshops or in factories. The testing and appraising is to be based on an all-round observation of the pupils, on the way they act and behave in various situations. It will be the question not only of appraising the knowledge, skills and habits, but, above all, of the way the whole ethico-political profile of the pupil is being developed and built up together with his attitude to work and to society.