Rèn luyện cho sinh viên đại học sư phạm kĩ năng đánh giá quá trình trong dạy học Sinh học ở trường phổ thông.

Rèn luyện cho sinh viên đại học sư phạm kĩ năng đánh giá quá trình trong dạy học Sinh học ở trường phổ thông.Rèn luyện cho sinh viên đại học sư phạm kĩ năng đánh giá quá trình trong dạy học Sinh học ở trường phổ thông.Rèn luyện cho sinh viên đại học sư phạm kĩ năng đánh giá quá trình trong dạy học Sinh học ở trường phổ thông.Rèn luyện cho sinh viên đại học sư phạm kĩ năng đánh giá quá trình trong dạy học Sinh học ở trường phổ thông.Rèn luyện cho sinh viên đại học sư phạm kĩ năng đánh giá quá trình trong dạy học Sinh học ở trường phổ thông.Rèn luyện cho sinh viên đại học sư phạm kĩ năng đánh giá quá trình trong dạy học Sinh học ở trường phổ thông.Rèn luyện cho sinh viên đại học sư phạm kĩ năng đánh giá quá trình trong dạy học Sinh học ở trường phổ thông.Rèn luyện cho sinh viên đại học sư phạm kĩ năng đánh giá quá trình trong dạy học Sinh học ở trường phổ thông.Rèn luyện cho sinh viên đại học sư phạm kĩ năng đánh giá quá trình trong dạy học Sinh học ở trường phổ thông.Rèn luyện cho sinh viên đại học sư phạm kĩ năng đánh giá quá trình trong dạy học Sinh học ở trường phổ thông.Rèn luyện cho sinh viên đại học sư phạm kĩ năng đánh giá quá trình trong dạy học Sinh học ở trường phổ thông.

HUE UNIVERSITY HUE UNIVERSITY OF EDUCATION - - NGUYEN THI HAI YEN TRAINING PRE-SERIVE TEACHER FOR FORMATIVE ASSESSMENT SKILLS IN BIOLOGY TEACHING AT HIGH SCHOOL Major: Theory and Method of Teaching Biology Code: 9140111 DISERTATION SUMMARY FOR DOCTORAL PHILOSOPHY PROGRAM IN EDUCATION HUE - 2022 The thesis has been completed at: Faculty of Biology – Hue University of Education Supervisors: Associate Professor – Dr Phan Duc Duy Dr Dang Thi Da Thuy Reviewer 1: Associate Professor – Dr Le Dinh Trung Hanoi National University of Education Reviewer 2: Associate Professor – Dr Nguyen Van Hong Thai Nguyen University of Education Reviewer 3: Dr Phan Thi Thu Hien Ho Chi Minh City University of Education The dissertation is defended before Scoring Board Council at institution level at Hue university at … hour…… day… month…… year The dissertation can be referred at: - National Library of Vietnam - Hue University Learning Resource Center - Library Information Center, Hue university of education INTRODUCTION THE REASON TO CHOOSE THE TOPIC 1.1 Originated from the requirements of the general education program In the general education program promulgated in 2018, assessment aim to provide accurate, timely, and valuable information about the achievement of the program's output standards and the progress of students The feedback will help teachers guiding learning activities, adjust teaching activities and contribute to improving the quality of education 1.2 Originated from the role of formative assessment in education Formative assessment (FA) is a type of assessment that takes place throughout the teaching process in order to receive feedback (representative) about students' learning activities, thereby improving the quality of teaching and learning Many studies show that the connection between teaching and FA is the foundation of success in teaching, promoting learning interest and capacity development for students In teaching Biology, Biology competencies are developed through a long process, accumulated from the implementation of the requirements to be achieved in each lesson FA plays an important role in motivating learners to achieve the goal of each lesson, thereby contributing to the creation of a regular updating information channel on the development of the learners' Biology competence 1.3 Originated from the requirement to improve formative assessment skills for pre-service teachers Teaching practice in Vietnam for many years has shown that summative assessment (SA) has prevailed The main reason comes from teachers' inadequate awareness of the role and method of assessment, especially FA Training students FA skills (FASs) is necessary to create a solid foundation for teaching innovation in general and assessment activities in particular at high schools 2.RESEARCH PURPOSES Determining the structure of FASs, building and applying the training process for students of these pedagogical schools of this skill in teaching Biology in high schools, contributing to improving the quality of training Biology teachers in pedagogical universities 3.SCIENTIFIC THEORY If the structure of FASs is determined, based on that, build and apply training process, it will develop FA skill for pedagogical students in teaching Biology in high school 4.RESEARCH OBJECTS AND SUBJECTS 4.1 Research object FASs; Training process, training solutions, criteria for evaluating FASs of Biology pre-service teachers 4.2 Research subject The training process of teaching skills for Biology pre-service teachers in educational university RESEARCH TASKS - Research the theoretical basis of FA, FASs - Research on the current situation of training FASs for Biology preservice teacher at pedagogical universities/ - Analyze the structure of FASs in teaching Biology - Develop process and solutions to practice FASs for Biology preservice teachers - Developing criteria and measuring tools for FASs for Biology preservice teachers - Pedagogical experiment to evaluate the effectiveness of the training process of FASs for Biology pre-service teacher at pedagogical universities 6.RESEARCH METHODS Research using the following methods: Theoretical research methods; Methods of pedagogical investigation; Methods of consulting experts; Experimental method of pedagogy; Quantitative data were processed by mathematical statistics through SPSS software 7.RESEARCH LIMITATIONS The thesis mainly focuses on proposing the process of training FASs for Biology pre-service teachers The study was conducted experimentally at Hue University of Education and the university of Danang- University of science and education 8.CONTRIBUTIONS OF THE RESEARCH - Systematize the theoretical basis of FA, FASs in teaching - Analyze the structure of FASs as a basis for proposing the process of training international assessment skills for Biology pre- service students - Building and applying the process of training FASs of Biology preservice students - Developing a set of criteria for evaluating FASs of Biology preservice students 9.STRUCTURE OF THE THESIS In addition to the Introduction, Conclusion and Recommendations, List of References and Appendix, the main content of the thesis consists of chapters: Chapter Theoretical and practical basis of the research Chapter Training pre-service teachers for formative assessment skills in Biology teaching at high school Chapter Pedagogical Experiment CONTENT CHAPTER THEORETICAL BASIS AND PRACTICE OF THE RESEARCH 1.1 LITERATURE REVIEW 1.1.1 Reseach on formative assessment 1.1.1.1 In the world The definition of FA of the authors Black and William (1998), Brookhart (1992), Popham (2008), Bell (2001) all agree on specific points: providing feedbacks to improve learning and teaching quality In 2003, Black and William proposed a model for implementing FA consisting of five strategies to address the central issues of FA Many others have also deeply explored the role of FA in general and teaching practice in particular subject, the practice of applying assessment as well as the factors affecting the teacher's ability to perform FA 1.1.1.2 Vietnam Many studies on the status of assessment in high schools such as Hayden and Lam Quang Thiep (2010), Dao Hoa Mai et al (2013), Hayden and Le Ngoc Lan (2013) show the dominance of SA Research on FA is mainly in the direction of applying it to the practice of teaching subjects, such as: Tran Thi Ngoc Anh et al (2020), Nguyen Phuong Chi (2021), Ha Thi Le Na et al (2021) 1.1.2 Reseach on formative assessment skills 1.1.2.1 In the world Studies on the FA competency criteria and standards required of teachers such as Stiggins (1999), Brookhart (2011) Raising awareness and ability to implement FA for teachers and pedagogical students is interested by many authors, such as the studies of Sluijsmans et al (2002), Maclellan (2004), Graham (2005), Otero & Nathan (2002) 2008), Buck (2010), Lovorn (2011) 1.1.2.1 Vietnam Research on the current situation of teacher training in schools shows that there are still many outstanding problems that need to be overcome in terms of time allocation between knowledge blocks, practice time, internship, teaching methods of lecturers (Hamano, 2008; Hoa, 2007; Hoang & Ninh, 2017) Many studies have proposed and used processes, methods and tools to develop teaching skills for pedagogical biology students (Duy, 1999; Mai, 2016; Nhu, 2014) Studies with the aim of developing assessment capacity of pedagogical students have received a lot of attention in recent years: Dao Hoa and Pham Nhung (2014), Nguyen Thi Viet Nga (2016), Khuu Thuan Vu (2017), Pham Thi Phuong Anh (2020) 1.2 THEORETICAL BASIS 1.2.1 Formative assessment 1.2.1.1 General issues of assessment in education a.Definition: Assessment is the process of collecting and processing information about learners' learning process to make decisions to achieve certain learning outcomes b.Principles of assessment: Assessment must ensure the following principles: ensuring validity, reliability, comprehensiveness and flexibility, and development c.Assessment implementation process: Assessment activities in teaching follow a process of stages: planning, implementation, data processing and use of assessment results d.Assessment methods: There are 03 main methods to collect information in the assessment, including: writing method, question and answer method and observation method e.Evaluation tool: Assesment tool is a kind of means used to collect assessment information Several tools are used in the assessment, including: questions, exercises, checklists, rating scales, rubrics, trivia sheets, test/exit cards 1.2.2.2 Definition of formative assessment FA is an activity that takes place throughout teaching process in order to provide feefback for both teachers and students to improve academic achievement, students' personal abilities as well as teachers' teaching activities 1.2.2.3 Feedback in formative assessment Feedback evokes the gap between a student's current level of achievement and learning outcomes, and is used to bridge that gap Feedback must be meaningful; Focus on commenting on the main issues related to students' learning tasks, what students need to to improve; Clear, improved language; Ensure balance between positive and negative factors; Combine scores and comments 1.2.2.4 Strategies for implementing formative assessment in teaching The model of Black et al (2003) presents five key strategies for implementing FA, including: (1) Sharing learning goals and success criteria; (2) Design and organize learning tasks to identify evidence of students' achievement of learning goals; (3) Provide teaching aids to promote students' progress; (4) Motivating students to become guides for their classmates; (5) Encourage students to become masters of their own learning 1.2.2.5 Form of formative assessment Formal FA is an assessment activity planned by the teacher; Informal FA takes place spontaneously and randomly in the teaching process of teachers 1.2.2.6 The role of formative assessment in education For students: Help students achieve their learning goals; Help improve student academic achievement; Help students have the ability to self-regulate the learning process; 1.2.3.1 1.2.3.2 1.2.3.3 1.2.3.4 For teachers: Helping to improve teachers' teaching activities through the collected information 1.2.3 Formative assessment skill Concept of skills, assessment skills and formative assessment skills Skill is the ability to effectively perform a specific activity based on the existing knowledge and understanding of how to it to achieve a certain goal Assessment skills are the ability to effectively perform activities of collecting information and using them to make decisions in teaching management based on teaching objectives FASs are the ability to effectively carry out information gathering activities and use them to adjust the teaching process, thereby helping to shorten the gap between learners' current level and the learning outcomes The position of formative assessment skills in the system of teaching skills Assessment skills in general and international assessment skills in particular are an indispensable element in the teaching skills system of teachers Therefore, the training of international assessment skills for pedagogical students is necessary to prepare well for future careers Structure of assessment skill Stiggins (2010) proposed 05 groups of skills corresponding to 05 stages of assessment, including: Determination of assessment purpose; Define assessment goals; Carry out the assessment; Using the results of the assessment; Create a connection between learners and assessment activities Training skills model Geoff Petty has introduced a model of skill training for learners (EDUCARE?) with 08 components, including: Explanation; Doing- detail; Use; Check and correct; Aide-memoire; Review; Evaluate; Queries 1.2.3.5 Scale of skill training Developing skills is an area studied by many authors to provide theoretical models such as Dave, Harrow, Simpson and Dreyfus Theoretical models show the development of skills at levels from low to high, which are the basis for skill training in practice 1.3 PRACTICAL BASIS 1.3.1 Current status of training formative assessment skills in the Biology education programs All Biology teacher training programs have an assessment module in teaching Biology (2 credits), but the content of FA is not systematic and not structured into specific chapters in the document and is not credit for practice In addition, the content of assessment is also integrated in other modules such as: Biology teaching theory, Biology teaching method, Biology teaching practice 1.3.2 Current status of awareness and skills of biology teacher students about formative assessment The survey results of 285 students showed that students had basic perceptions about FA such as: purpose and time of implementation However, the knowledge about the subjects participating in the FA, how to create, acquire, process and use feedback for the purpose of quality improving of teaching are still vague concepts for students Students self-assessed the level of achievement in the group of skills to perform FA is not high and expect to improve these skills CHAPTER TRAINING PRE-SERIVE TEACHER FOR FORMATIVE ASSESSMENT SKILLS IN BIOLOGY TEACHING AT HIGH SCHOOL 2.1 FORMATIVE ASSESSMENT IN BIOLOGY TEACHING Table 2.5 Evaluating rubric for the Determining methods and designing assessment tools Level of FASs development Components B Determining methods and designing assessment tools Level (Proficent) Level (Skilled) Level (Advanced beginer) Level (Novice) B1.3 determining the appropriate methods to collect the necessary data, suitable for the context B1.2 Identify the appropriate assessment method to collect information, but not completely suitable for the assessment context B1.1 Point out that the assessment method can collect information but it is not optimal and not suitable for the assessment context B.1 The tool is poorly designed, unable to collect all the necessary assessment information; or Tool did not meet the pedagogical requirements B3.1 The proposed time to use the tool is not reasonable; presented how to use the assessment tool, but it is B1.0 The assessment method cannot be identified or the proposed methods are not suitable for collecting assessment information B2.03 Designing appropriate and creative assessment tools that can collect all necessary information, meeting pedagogical requirements B3.3 Determining the right time to conduct; Describing in detail the B2.2 Design an assessment tool that can collect necessary information, the tool meets basic pedagogical requirements B3.2 Determining the right time to use the assessment tool, determining B2.0 The assessment tools could not be designed or could not collect assessment information B3.0 Unable to determine when and how to use the assessment tools steps to use the assessment tools in a way that is suitable for the selected assessment method how to share goals/criteria; The steps are presented for public use but not specific not suitable with the identified method; It's not clear how to share evaluation goals/criteria 2.4 TRAINING FORMATIVE ASSESSMENT SKILLS FOR BIOLOGY PRE-SERVICE TEACHERS 2.4.1 Principles of training formative assessment skills Practicing FASs is associated with raising awareness about FA; Separate each component skills of FASs to practice; The training process is associated with the FA experience; Enhance self-practice and positive feedback; Ensure accuracy and objectivity in evaluating training results 2.4.2 The process of training formative assessment skills for Biology student teachers The process of training FASs consists of stages shown in Figure 2.3 Phase Equipping basic knowledge about FA: helping students understanding the concept, characteristic features, implementation strategy and meaning of FA in teaching Phase Training each component of FASs Step Practice skills in groups - Accepting tasks: Students learn the content and exchange and answer questions with the teacher about the task - Performing tasks: Students perform tasks in groups of 3-5 people - Discussion of the results: Students present the results of the task Discuss the results with your classmates and teachers - Conclusion: The teacher based on the discussion results of students to make comments, supplement, rationalize and correct knowledge about skills to be trained Step Self-practice: Students perform individual exercises and submit them to the teacher Step Teacher evaluates the performance of self-training exercises, thereby determining the level of students' achievement of skills and issues to be improved Accepting task Stage Equipping basic knowledge about FA Step Practice skills in groups Discussion Step Self - practice Stage Training each component of FASs Stage Carry out the task of coordinating the FASs Performing task Conclusion Step Assessing Accepted Unaccepted Figure 2.3 The training process of FASs for Biology preservice teacher Phase Carry out the task of coordinating the FASs: Students perform exercises, which require students to perform combinations of FASs For the group of skills related to the planning of FA, the exercises are completely performed in the Assessment in teaching Biology module For the combination of skills concerning to conducting FA, students perform practical task in Biology Teaching Methodology or Biology Teaching Practice module 2.4.3 Solutions to support training of formative assessment for Biology pre-service teacher In the training process of FASs, work sheets and self -practice exercises are used for the purpose of orienting students' training activities in phase 2.4.3.1 Orientation for training through work sheets The work sheet is designed with the purpose of guiding student groups to practice FASs Therefore, the form includes the following contents: objectives, measurement criteria, tasks, instructions for performing activities, and conclusions Example of a work sheet for trainng KNC is illustration by Figure 2.7 WORK SHEET For training skill of Receiving and processing feedback Objectives - Recognizing, recording and summarizing the feedback that appear through the student's learning process or learning products - Classifying and interpreting the meaning of feedbacks based on assessment objectives Rubric Level of skill Skills C Receiving and processing feedbacks Level (Proficent) Level (Skilled) Level (Advanced beginer) Level (Novice) C1.3 Record and summarize competely the feedback, the information is clearly recorded, logically arranged C1.2 Recording and summarizing the collected legal documents, however, the arrangement is still unclear C1.1.The data collected and recorded is not corresponding with FA objectives C1.0 Don't know how to collect and record the feedbacks C2.1 The feedback can be classified C2.0 Unable to explain the meaning of C2.3 Classifying and interpreting the meaning of the assessment method in accordance with the assessment objectives and the assessment context C2.2 Categorize and interpret the meaning of feedback in accordance with the assessment objective, but may lack relevance to the assessment context according to the assessment objective, but the interpretation of the meaning of the feedback received is not clear information is not clear the obtained information from the assessment compared to the FA objectives Traing task A teacher of Chu Van An High School for the Gifted (Lang Son) organized a STEM lesson: "Making fermented products from microorganisms - Making yogurt" in the Biology program in grade 10 Groups of students have the task of proposing and implementing the yogurt making process to create their own brand of yogurt products The video below shows the last lesson of the topic when the groups present and evaluate the yogurt products they make (Link: https://www.youtube.com/watch?v=hg1EZGFrUkU&t=211s) The learning objectives are: - Making yogurt products according to the proposed process and meeting quality requirements - Presenting effective product introduction to the audience - Ability to comment and respond to classmates' opinionsWith the above information, complete the following tasks: 1) Help that teacher determine the information to be collected to know if the student has achieved the learning objectives or not From there, design tools to fully collect that information 2) Use the designed tool to record the information that appears in the clip 3) From the information recorded, explain the information to clarify the meaning of the information for the stated teaching objectives Carrying out 4.1 Group discussion to perform the task (the results of the task are attached) 4.2 Perform a peer assessment (assessment results attached) Conclusion (Students' conclusions about skills, personal experiences drawn after performing the task and discussing with the teacher and classmates) Figure 2.7 Work sheet for training skill of Receiving and processing feedback 2.4.3.2 Utilising self-directed exercises The thesis has built and used exercises with the aim of helping students apply the knowledge and skills they have acquired after the group training process to practice and develop the skills of component assessment at a higher level The content of the exercise is built based on the indicators of the FASs, and Biology content in the general education program Example of self-training exercise on receiving and feedbacks skill: Watching the STEM topic "Fermented products from microorganisms - Making yogurt" in the 10th grade Biology program (https:/ /www.youtube.com/watch?v=hg1EZGFrUkU&t=211s).During the lesson, the group of students introduced their own yogurt brand products It is assumed that the learning objectives of this activity is: - Presenting effectively introduction to the audience; - Know how to comment and respond to your classmates' ideas With the information appearing in the clip, please perform the following tasks: Determining aqquired feedback from observed behaviors of student groups in that clip Propose a detailed way for teachers to exchange feedback to students, helping students improve the level of achieving the set goals 2.4.4 Plan to training formative assessment skills for Biology pre- service teacher Based on the proposed training process, we built 05 training lessons for students The objectives and the proposed address into related courses are shown in Table 2.6 Table 2.1 Training lessons of FASs for Biology student teachers Code Tile Outcome learning Expected address BH1 - Presenting the basic characteristics and roles of FA - Identify the activities of Equip basic FA in teaching Biology knowledge - Presenting the model of of FA in FA in teaching and teaching illustrative examples in Biology teaching Biology - Identify FASs in teaching Biology that need to be practiced Module Assessment in Teaching Biology (After completing the content related to the general issues of assessment in teaching) BH2 Training -Determining objective of FA in teaching Biology skill of determining -The awareness that the FA goal of FA should be objectives - Assessment in teaching Biology (following BH1) in teaching Biology aimed at improving specific problems in teaching Biology BH3 -Determining ppropriate Training methods for collecting skill of feedbacks determining -Designing appropriate FA FA tools methods -Designing a plan to use and designing the FA tools FA tools in teaching Biology - Assessment in teaching Biology module (following BH2; After students have learned the content related to assessment methods and tools in teaching Biology) BH4 Training skill of Receiving and processing feedbacks in teching Biology - Recognizing, recording and summarizing feedbacks that appear in the learning process or shown through learning products - Classifying and interpretting the meaning of feedbaks based on the FA objectives and context - Assessment in biology teaching module (following BH3; Intergated in content related to using the resut assessment) BH5 Determining the Training appropriate form of skill of feedback to learners using feedbacks Know how to effectively in teaching exchange feedback to students Biology - Assessment in teaching Biology module (Following BH4; Intergrated in content related - Know how to guide to using students to adjust their assessment learning from feedback results) - Know how to identify adjustments to the teaching process from feedback the CHAPTER PEDAGOGICAL EXPERIMENT 3.1 EXPERIMENTAL PURPOSES Pedagogical experiment is conduct to test the scientific hypothesis of the thesis 3.2 EXPERIMENTAL SUBJECTS AND EXPERIMENTAL METHOD 3.2.1 Experimental subjects The experimental subjects of this study are 102 3rd and 4th years students who studying Bacheror of Biology educaiton in Hue University of education and The university of science and education – The university of Danang 3.2.2 Experimental method This study conducts a non-controlled experiment, using a rating scale to determine the level of FASs before, during and after the experiment + Pre - experiment (KT1): Using pre-experiment and rubric tests to evaluate skills of each component skills + In the experiment – After stage (KT2): Using the results of self-training exercises and rubric to evaluate skills of each component skills + In the experiment- After stage (KT3): Using the results of the combined exercise and rubric to evaluate the skills of each component skills + Post-experiment (KT4): Use post-test and rubric to evaluate skills of each component skills 3.3 EXPRIMENTAL RESULT 3.3.1 The development level of component formative assessment skills  Determining formative assessment objectives skill 80% Không biểu 60% 40%MĐ1 20% MĐ2 0% MĐ3 KT1 KT2 KT3 KT4 Figure 3.1 Result of student's KNA skill level through each test Figure 3.1 illustrates the gradual decreasing trend of the proportion of students at the two lowest levels and a slight increase of the proportion of students reaching the other two levels This can be explained because students have learned knowledge about learning objectives in previous module The second test saw the percentage of level students completely decrease when there are no students reaching this level, while the percentage of students reaching level and level increased by 55% and 32% respectively The percentage of students reaching level continued to increase in the two last tests with 40% and 58% respectively In contrast, the percentage of students achieving level decreased slightly to 52% and 42% at times KT3 and KT4 Table 3.1 The difference in average of KNA levels achieved by the students through the tests Paired difference Mean Std RE CI 95% Lower Upper t df Sig (2tailed) KT2 - KT1 KT3 - KT2 1.324 0.600 0.059 1.206 0.127 0.501 0.050 0.029 1.441 22.290 101 0.000 0.226 2.570 101 0.012 KT4- KT3 0.255 0.539 0.053 0.149 0.361 4.774 101 0.000 Table 3.1 shows that mean of the difference across the tests is 1.324, 0.127 and 0.255 respectively, with p values (Sig.(2-tailed)) all smaller 0.05 Therefore, hypothesis H0 is rejected, hypothesis H1 is accepted That result proves that the increase in skill is due to experimental effects rather than by chance 3.3.2 The formative skill development of Biology pre-service teacher 80% 60% 40% 20% 0% Không biểu MĐ1 MĐ2 MĐ3 KT1KT2KT3KT4 Figure 3.7 Result of student's FASs level through each test Figure 3.7 shows an increasing trend in the number of level that achieved students, while the percentage of students reaching level a or no expression gradually decreased through the tests Table 3.16 The difference in average of the FASs levels achieved by the students through the tests Paired Differences Mean Std SE CI 95% t df Sig (2- Lower Upper KT2 - KT1 KT3 - KT2 0.647 0.574 0.057 0.382 0.564 0.056 0.534 0.76 11.382 101 0.000 0.272 0.493 6.851 101 0.000 KT4- KT3 0.176 0.534 0.053 0.072 0.281 3.336 101 0.001 Paired T-test was used to test the significance of the increase in the level of FASs The results (table 3.16) show that, the mean difference in FAS level of SV across tests is 0.647, 0.382 and 0.176, respectively, with p value (Sig.(2-tailed)) less than 0.05 Therefore, hypothesis H0 is rejected and hypothesis H1 is accepted The test results show that the development of students' FASs is influenced by the experimental factor rather than by chance The results reflect the effectiveness of the skill development process as proposed 3.3.3 The level of development of formative assessment skills of a typical student groups Students in all groups showed a significant increase in the level of achievement of all component skills of the FASs across tests The 3rd group of students always have a high starting point, so the increase in amplitude is not much compared to that of the 2nd group of students However, the stability of the level of component knowledge of the 3rd group is slightly higher than that of the other two groups The increase in the level of skills group related to perform FA was more pronounced in the 2nd and 3rd group of students, but less in the 1st group The interview results of the typical group of students showed that the training process basically had an impact to raise students' awareness concerning the crucial role of FA in teaching Biology Students also identified a number of objective and subjective problems affecting the training results, such as: many tasks and exercises to perform while the training time is barely short; Exercises in the hypothetical classrooms are also limited, because the feedback elicited from the highschool students in the Biology lessons is different from the hypothetical classroom at the educational university CONCLUSION AND RECOMMENDATION CONCLUSION 1.1 Analysing the syllabus and the survey result of 285 Biology pre-service students in 05 universities show that: Although international assessment is mentioned in the training program, it only stops at a brief level, the practice of international assessment skills still not systematic; Students' awareness of international assessment is not complete and their skills to perform international assessment are still limited 1.2 The thesis has determined the correlation between the type of necessary collected information of each component Biology competency with the methods, tools, as a basis to determine the structure of FASs, propose the training process this skill for Biology student teachers 1.3 Base on theoretical literature, the thesis has analyzed FASs in teaching Biology into 02 groups with 04 component skills The group of skills related to planning FA includes: Determining the objectives of FA; Determining methods and designing assessment tools The group of skills related to performing FA includes: Collecting and processing feedback; Using feefback The identification of the compositional skills and specific behavior indicators of those skills play crucial role for building evaluation criteria as well as the training process of FASs 1.4 The scale, rubric and the development path of FASs are built to measure this skill development of Biology pre-service teachers The scale of FASs describes general behaviors of 04 levels, including: Novice, Preliminary, Skilled, and Proficient Based on this scale and structure of FASs, the thesis designed the rubric base on describing the behavioral indicators of each component skills of FASs according to those four levels The development path of FASs is built on the basis of analyzing the role, difficulty of each component skill, thereby determining the contribution of those skills to the level of the FASs 1.5 The training process of FASs for Biology student teachers includes 03 stages: Phase 1- Equipping basic knowledge about FA; Phase – Training the component skills; Phage – Carry out the task of coordinating the FASs The system of 04 work sheets, 17 exercises is used in this training process 1.6 Pedagogical experiment on 102 Biology pre-service teacher at The university of science and education – The university of Danang and Hue university of Education - Hue University shown that the training process was initially effective when increasing the level of FASs RECOMMENDATION 2.1 Expanding the experimental scope to evaluate more accurately the effectiveness of the training process in developing FASs for Biology student teacher in other educational institutions 2.2 Research more specifically on training the group of performing FASs such as: collecting and processing feedback and using feedback in the context of high schools 2.3 Researching the factors affecting the FASs development of Biology student teachers in order to apply the training process of FASs to suit different specific contexts PUBLICATIONS Nguyen Thi Hai Yen, Phan Duc Duy (2018), The roles of formative assessment in competency-based learning, Proceeding of the st national scientific conference theory and methodology of teaching Biology, 380-386 Phan Duc Duy, Nguyen Thi Hai Yen (2019), Utilizing summative test for improving the quality of teaching and learning-a direction of applying formative assessment in high school Vietnam Journal of Education, 3(2), 52-56 Nguyen Thi Hai Yen, Phan Duc Duy (2020), Proposed some solutions and tools to apply formative assessment in teaching Biology in lowers secondary school, Proceedding of the 4st national scientific conference on Biological research and teaching in Vietnam, 969-978 Nguyen Thi Hai Yen, Phan Duc Duy, Ngo Thi Hoang Van (2020), Developing criteria to evaluate formative assessment skills for students in teacher education, Hue University Journal of Science: Social Sciences and Humanities (HUJOS-SSH), Vol 129, Iss 6D, 2020, P 119–129; DOI: 10.26459/hueuni-jssh.v129i6D.5860 Nguyen Thi Hai Yen (2021), Training process of formative assessment for pre-service Biology teacher at University of science and education, The university of Danang, UED Journal of Social Sciences, Humanities and Education,Vol 11(01), 2021, p.63-71; DOI: 10.47393/jshe.v11i1.932 ... achievement; Help students have the ability to self-regulate the learning process; 1.2 .3.1 1.2 .3.2 1.2 .3.3 1.2 .3.4 For teachers: Helping to improve teachers' teaching activities through the collected... consulting experts; Experimental method of pedagogy; Quantitative data were processed by mathematical statistics through SPSS software 7.RESEARCH LIMITATIONS The thesis mainly focuses on proposing the... schools 2.RESEARCH PURPOSES Determining the structure of FASs, building and applying the training process for students of these pedagogical schools of this skill in teaching Biology in high schools,