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Rèn luyện cho sinh viên năng lực đánh giá kết quả học tập của học sinh trong dạy học Sinh học ở trường trung học phổ thông.Rèn luyện cho sinh viên năng lực đánh giá kết quả học tập của học sinh trong dạy học Sinh học ở trường trung học phổ thông.Rèn luyện cho sinh viên năng lực đánh giá kết quả học tập của học sinh trong dạy học Sinh học ở trường trung học phổ thông.Rèn luyện cho sinh viên năng lực đánh giá kết quả học tập của học sinh trong dạy học Sinh học ở trường trung học phổ thông.Rèn luyện cho sinh viên năng lực đánh giá kết quả học tập của học sinh trong dạy học Sinh học ở trường trung học phổ thông.Rèn luyện cho sinh viên năng lực đánh giá kết quả học tập của học sinh trong dạy học Sinh học ở trường trung học phổ thông.Rèn luyện cho sinh viên năng lực đánh giá kết quả học tập của học sinh trong dạy học Sinh học ở trường trung học phổ thông.Rèn luyện cho sinh viên năng lực đánh giá kết quả học tập của học sinh trong dạy học Sinh học ở trường trung học phổ thông.Rèn luyện cho sinh viên năng lực đánh giá kết quả học tập của học sinh trong dạy học Sinh học ở trường trung học phổ thông.Rèn luyện cho sinh viên năng lực đánh giá kết quả học tập của học sinh trong dạy học Sinh học ở trường trung học phổ thông.Rèn luyện cho sinh viên năng lực đánh giá kết quả học tập của học sinh trong dạy học Sinh học ở trường trung học phổ thông.Rèn luyện cho sinh viên năng lực đánh giá kết quả học tập của học sinh trong dạy học Sinh học ở trường trung học phổ thông.Rèn luyện cho sinh viên năng lực đánh giá kết quả học tập của học sinh trong dạy học Sinh học ở trường trung học phổ thông.
MINISTRY OF EDUCATION AND TRANING HANOI NATIONAL UNIVERSITY OF EDUCATION KHUU THUAN VU TRAINING PRE-SERVICE TEACHERS’ COMPETENCY OF ASSESSING STUDENTS’ LEARNING OUTCOMES IN TEACHING HIGH SCHOOL BIOLOGY Major: Theory and Methodology in Biology Teaching Code: 9.14.01.11 SUMMARY OF DOCTORAL THESIS OF EDUCATIONAL SCIENCE Hanoi - 2022 The study was completed at: Hanoi National University of Education Scientific instructor: Prof Dr DINH QUANG BAO Reviewer 1: Assoc Prof Dr Nguyen Duan Hue University of Education Reviewer 2: Assoc Prof Dr Nguyen Lan Hung Son Hanoi National University of Education Reviewer 3: Dr An Bien Thuy Hanoi Pedagogical University The thesis will be defended at Hanoi National University of Education At ……… , date ….… Month…… 2022 Thesis can be found at: - National Library of Vietnam in Hanoi - Library of Hanoi National University of Education LIST OF PUBLISHED SCIENTIFIC WORKS Khuu Thuan Vu, Pham Thi Phuong Ngoc (2018), Structure and process of skills training in using tests to assess student learning outcomes in teaching Biology, Scientific report on Research and Teaching Biology in Vietnam – The 3rd National Scientific Conference, Natural Science and Technology Publishing House, pp.1229-1238 Khuu Thuan Vu, Dinh Quang Bao (2019), Building a competency framework for assessing student learning outcomes for students majoring in Biology pedagogy, Journal of Science - Hanoi National University of Education, Faculty Education, No 64 (9C), pp.200-208 Bui Thi Ngoc Linh, Khuu Thuan Vu (2020), Inquiry-based learning: an eective approach to teaching science aiming to develop students’ competencies, Vietnam Journal of Education, Vol.4 (1), pp.61-68 Khuu Thuan Vu (2021), Practicing rubric design skills in assessment for students majoring in Biology Pedagogy, Journal of Science Hanoi National University of Education, Science of Education, No 66 (4G), pp.71-84 Khuu Thuan Vu (2022), Building procedure for training competence of learning-outcomes assessment for Biology student teachers, HNUE Journal of Science – Educational Sciences, Volume 67, Issue 3, pp.250-264 Khuu Thuan Vu, Nguyen Thi Hoa (2022), Training competence in designing assessment instruments to Biological Pedagogical students in meeting new requirement of the curriculum innovation, Scientific report on Research and Teaching Biology in Vietnam – The 5th National Scientific Conference, Natural Science and Technology Publishing House, pp.1005-1016 INTRODUCTION The motivation of research Derived from the role of students’ learning outcomes (LOs), generally in teaching and particularly in high schools Biology, as well as the requirements of new General Educational Curriculum (2018), in which innovation orientation in assessment is considered an important content Derived from the requirements of training and developing teaching competencies for pedagogical students (preservice teacher – PSTs), including the competency of assessing students’ LOs, in order to help them meet the requirements of Professional Standards Derived from the current situation of assessment in teaching Biology at high schools today, as well as the reality of training competency of assessing students’ LOs for PSTs at universities of education From the above reasons, the thesis selects and researches the topic: “Training pre-service teachers’ competency of assessing students’ learning outcomes in teaching high school Biology” Research aims Determining the structure of the competency of assessing students’ LOs in teaching Biology; thereby building a procedure and designing exercises to train Biology PSTs this competency Research subject and objects 3.1 Research subject Competency of assessing students’ LOs, the procedure and the system of exercises to train Biology PSTs this competency 3.2 Research objects – Biology pre-service teachers (PSTs) in universities of education – The process of pedagogical training for Biology PSTs in universities of education Scientific hypothesis If the structure of the competency of assessing students’ LOs is determined and the training procedure can be built and used with a system of exercises to train its components by experimental – constructive learning, it will help PSTs develop competency of assessing students’ LOs Research scope The procedure of training the competency of assessing students’ LOs through the subjects of Theory and Methodology in Biology teaching Research tasks – Overview of researches in development of teaching competencies for PSTs; researches on the theoretical basis of the students’ LOs assessment and the the competency of assessing students’ LOs in teaching – Researching on the current situation of students’ LOs assessment in teaching Biology in high school and the reality of training PSTs the competency of assessing students’ LOs – Researching and analyzing the contents, methods, forms, and procedure of students’ LOs assessment in teaching Biology – Determining the structure of the competency of assessing students’ LOs in teaching Biology – Building a procedure to train the competency of assessing students’ LOs to Biology PSTs – Design the system of exercises to train the competency of assessing students’ LOs to Biology PSTs – Building a system of criteria to evaluate the competency of assessing students’ LOs performance at PSTs – Pedagogical experiment to test the hypothesis Research methods 7.1 Theoretical methods 7.2 Survey method 7.3 Expert method 7.4 Pedagogical experimental method The contributions of the thesis – Analyze the content, methods, forms, and procedure of students’ LOs assessment in teaching Biology in – Determine the structure of the competency of assessing students’ LOs in Biology teaching the approaches of students’ qualities and competencies development – Building procedure to train the competency of assessing students’ LOs to Biology PSTs, design system of exercises to train the competency of assessing students’ LOs to Biology PSTs – Proposing system of criteria to evaluate PSTs on the competency of assessing students’ LOs in teaching Biology Structure of the thesis In addition to the introduction, conclusions & recommendations, references and appendices, the thesis’s main content consists of chapters: Chapter 1: Theoretical and practical basis of the research Chapter 2: Training pre-service teachers’ competency of assessing students’ learning outcomes in teaching high school Biology Chapter 3: Pedagogical xperiment CHAPTER 1: THEORETICAL & PRACTICAL BASIS OF THE RESEARCH 1.1 Literature overview 1.1.1 In the world Since the 70s and 80s of the 20th century, there have been many researches on the frameworks of the educational assessment competency structure of authors, organizations and countries, which require a close link between the assessment and teaching - assessment for students’ learning In the first two decades of the 21st century, there have been many researches on training and developing assessment competency for teachers and PSTs Many researches showed that fostering assessment competence for teachers needs to be closely linked with their practical professional activities, combining theoretical training, classroom attendance and interactive-cooperative practicing among teachers regularly and continuously Researches on assessment competency training for PSTs confirm the effectiveness of competency training based on students’ practical professional experiences in high schools Since then, several researches have focused on building course applied experiential learning in pedagogical training programs and initially show the feasibility of this form 1.1.2 In Vietnam Since the 1990s, there have been many researches on PsychologyPedagogy and Theory-Methodology in teaching subjects discussing the system of teaching skills/competencies and building procedure training these skills/competencies to PSTs The issue of training and fostering assessment skill/competency in teaching to teachers and PSTs has been presented in some Theory-Methodology researches (Mathematics, Physics, Biology, Primary Education ) These researches are an important basis for the thesis to inherit, concretize, and offer more effective methods of training assessment competency in teaching Biology, meeting the needs of competency-based pedagogical training 1.2 Theoretical basis of the research 1.2.1 Teaching competencies and teaching competenies training 1.2.1.1 Concept and structure of competency According to the General Education Curriculum 2018: “Competency is an individual attribute formed and developed by inherent qualities and the learning and training process, allowing people to mobilize total combination of knowledge, skills and other personal attributes such as interests, beliefs, will, , to successfully perform a certain type of activity, achieving desired results under specific conditions” The structure of competency can be analyzed based on the resources that make up the competency and based on the graded components 1.2.1.2 Concept and system of teaching competencies Teaching competencies is components of the teacher’s pedagogical competencies, which is the ability to synthetic apply of knowledge, skills, attitudes, under certain conditions in order to conduct teaching activities effectively meeting the criteria of the Teacher’s Professional Standards The system of teaching competencies is specified in “Universitylevel standards of pedagogy for high school teachers”, “Professional standards for teachers of general education institutions” 1.2.1.3 Training teaching competencies for pre-service teachers Training teaching competencies for PSTs is the process by which teacher-training institutions systematically organize and control educational activities in order to equip PSTs with knowledge and professional skills and ethical qualities, thereby guide PSTs to practice applying these factors to form and develop teaching competencies themselves The training of PSTs’ teaching competencies is conducted through basic ways: by teaching activities in Theory & Methodology modules, by regularly pedagogical training activities and by pedagogical practice activities in high schools 1.2.2 Students’ learning outcomes assessment in teaching Biology 1.2.2.1 Concept of students’ learning outcomes assessment Assessment of student’s LOs is the process of collecting and analyzing evidence from students in order to determine the degree of achievement of learning objectives (qualities, competencies) and progress of students, thereby providing decides for appropriate impacts to improve and contribute the quality of teaching and learning Assessment of students’ LOs in this thesis includes assessment of periodical LOs and regular LOs in students’ learning process 1.2.2.2 Features of LOs assessment – LOs assessment has two main functions (or goals) which are validation/ classification/ management and supporting teaching and learning – LOs assessment includes diverse types, which are classified based on conducting time, the reference standard, the scope of assessment, who assess and who are assessed – The principles of LOs assessment: ensuring standards, certification and comprehensive, educational and development, objective, fair and public, conducted regularly, systematically and effectively – methods of collecting assessment information are written test, oral test and observation – evidence analysis; methods of processing evaluation information are: qualitative processing and quantitative processing – Assessment tools are technical instruments used to collect and analyze assessment informations, including testing tools (assessment tasks) and measuring tools (assessment guidelines) 1.2.2.3 Modern viewpoints of LOs assessment The trend of competency-based education has created a great change in the viewpoints of assessment, shown in: – Purpose of assessment: focus on “assessment as learning” and “assessment for learning”; while “assessment of learning” is not the ultimate goal, in spite of its certain significance – Content of assessment: Change from knowledge - skills assessment of the subjects to quality - competencies assessment, especially the ability to deeply understand, argument, flexible and creative application of knowledge, skills, values for problem solving in real life – Methods of assessment: Change assessment from a position separate from the teaching process to integrating assessment in teaching activities, changing from one-way assessment (assessment by teacher) to multidimensional assessment (self-assessment and peer assessment by students), applying ICT in assessment and authentic assessment 1.2.2.4 Theory of feedback in LOs assessment The effective feedback model of J Hattie and H Timberly (2007) identifies the purpose of feedback as bridging the gap between students’ current LOs and expected learning goals Content of the feedback includes issues: The expected learning goals of the students, the student’s current LOs, and solutions for students to improve their LOs to meet the expected goals There are types (levels) of feedback, in which feedback of self as a person (FS) has lowest effectiveness, feedback about the task (FT) is appropriate to support students’ knowledge and cognitive competency, feedback about the processing of the task (FP) and feedback about selfregulation (FR) are appropriate to support students’ researching skills, knowledge applying, self-studying and problem solving,… To be effective in supporting students’ learning, feedback needs to be specific, easy to understand, clear, suitable for each types of students, fairness, recognizing students’ efforts and in time - right time for students to self-improve 1.2.3 Competency of assessing students’ learning outcomes in teaching Biology 1.2.3.1 Concept of competency of assessing students’ learning outcomes The competency of assessing students’ LOs in teaching Biology is the ability of the subject (PSTs) to synthetically and flexibly apply knowledge, skills with attitudes, values, motivations, in order to effectively assess of students’ LOs in teaching Biology, ensuring assessment activities have good quality according standards and criteria and meet the purposes set out in teaching Biology 1.2.3.2 Structure of competency of assessing students’ learning outcomes Competency of assessing students’ LOs includes component competencies: A) Forming LOs assessment plan, B) Designing LOs assessment tools, C) Organizing LOs assessment, D) Using assessment results to support teaching and learning, with the requirements for knowledge, skills and attitudes as follows: Component competencie s A) Forming LOs assessment plan Requirements for knowledge Requirements for skill Requirements for attitudes Have comprehension of purposes, content (goals), methods of assessment and assessment tools; the consistent relationship between those elements in the assessment plan Have skill in forming LOs assessment plan: + Determine learning goals (assesment contents) + Selection of assessment methods and tools + Show the information on assessment plan Have skill in designing LOs assessment tools: + Design test tools (assessment tasks) + Design measurement tools (assessment guidelines) Have skill in organizing LOs assessment: + Notify students about assessment activities to Have self-concious of working (carefully, meticulously, scientifically), ensuring that the assessment plan is comprehensive, systematic and objective Have comprehension of the structure, role, B) Designing advantages LOs limitations and use assessment range of different types tools of LOs assessment tools C) Have comprehension of Organizing assessment LOs information analyzing assessment methods, types of references standards in assessment, self- Have self-concious of working (carefully, meticulously, scientifically), ensuring the assessment tools’ valiadity, reliability and comprehensiveness Have self-concious of working (seriousness, responsibility, objective, fair, positive view of students’ advantages and 10 – About PSTs’ comprehension of students’ LOs assessment in teaching Biology: Most PSTs not have an accurate awareness of the nature of LOs and LOs assessment, about the purpose of assessment in teaching and not fully understand the principles of assessment and assessment methods A large part of PSTs could not present the steps to conduct the assessment as well as name the skills that teachers need to conduct the assessment activities – About the current situation and the need to train the competency of assessing students’ LOs of PSTs: For PSTs’ self-assessment about their own competency of LOs assessment, 59.13% of PSTs told that they were still not proficient when performing this skill, 33.91% of PSTs selfassessed at normal level The majority of students acknowledge the necessary of training this competency while studying at the University of Education (97.40%), but only a small number of PSTs (39.13%) admit to having get acquainted or trained in this competency * Conclusion: PSTs still face many limitations in terms of both compresension and action when performing this competency, as well as expressing a legitimate need to be given more opportunities to practice and improve the competency as well as another teaching competencies CHAPTER TRAINING PRE-SERVICE TEACHERS’ COMPETENCY OF ASSESSING STUDENTS’ LEARNING OUTCOMES IN TEACHING HIGH SCHOOL BIOLOGY 2.1 Orientation of LOs assessment in Biology in the 2018 National Education Curriculum – Purpose of assessment: to provide information on the adchieved level of curricular objectives required in subject curriculum and students’ progress to guide learning activities, adjust teaching activities, improve the quality of education – Assessment content, methods and tools: Selected assessment methods and tools have to align with the assessment content (the assessed qualities and competencies), which is shown in the assessment plan Table 2.2 Relationship between assessment content, methods and tools in in the new Education Curriculum of Biology 11 Assessment contents Qualities Competency of self-management & self-studying Competency of communication & cooperation Competency of problemsolving & creativity Competency of Biological cognitive Comtetency of living world inquiry Competency of knowledge and skills applying Evidence collected from Assessment Assessment tools students methods Attitude, actions in - Oral test - Questionnaire, sheet communication, behavior (checklist, scale, Observation rubric) Self-study plans/ - Self-study task products Observation - Questionnaire, sheet - Self-study activity - Oral test (checklist, scale, - Comments, reports - Written test rubric) - Presentation, oral answer - Task requiring to Plan, statement, Observation work in groups, reports, assigment - Oral test presentations - Activity - Questionnaire, sheet - Cooperation products (checklist, scale, - Comments, reports rubric) Problem-solving plan, - Problem-based learning problem-solving activity Observation task, case study (observed or documented), - Written test - Sheet (checklist, problem-solving result - Oral test scale, rubric) (solutions, products…) Answer or text, which - Written test - Selected/constructeddescribes, presents, classifies, - Oral test response question/ exercise/ analyses, compares, explains, test + answer, scale evaluates, synthesizes… - Essay exercise/test + knowledge rubric - Inquiry plan - Testing tools: Inquiry activity Observation + Experimental (observation, experiment, - Written test exercise investigation ) - Oral test + Practical exercise - Inquiry products & + Scientific project reports Checklist, scale, - Answers in case study rubric - Answer or text, which - Testing tools: analyses, evaluates, proposes Observation + Real-world questions solutions for real-world - Written test + Real-world application problems - Oral test exercise, case study - Practical/ project product + Learning project (showed and recommended) - Answers of exercises; - Evidence of activity checklist, scale, rubric 12 2.2 Analysis of Biology teacher training programs related to the training the competency of assessing students’ LOs 2.2.1 Analysis of the pedagogical knowledge content in Biology teacher training programs Analyzing Biology teacher training programs at 13 Vietnamese universities from 2017 to present, the thesis found: – In all considered programs, pedagogical professional knowledge is arranged to teach in direction from general to specialized, from general theory to specific curriculum and specialized issues in teaching methodology, combined with teaching practice and pedagogical training (in universities of education), and finally pedagogical practice (in high schools) – The content “Assessment in teaching” is integrated with different levels into the general professional modules and taught as an in-depth content of specialized profession – The contents “Assessment in teaching” in most programs are arranged in separate modules (12/13 programs), especially existing as a compulsory module (8/12 programs) 2.2.2 Analysis of the characteristics of the modules “Assessment in teaching Biology” in Biology teacher training programs When analyzing the detailed outline of the dedicated modules of “Assessment in teaching” in a number of Biology teacher training programs, the thesis found some similarities in terms of location, duration of the modules, output objectives and the content of the modules, thereby basically ensuring to a certain extent the formation and development of PSTs’ competency of assessment (including LOs assessment in subjects) in order to meet the requirements of the Pedagogical Output Standards, the Professional Standards of High School Teachers as well as the requirements of quality – competency assessment orientation of the New General Education Curriculum 2.3 The procedure of training competency of assessing students’ LOs in teaching Biology 2.3.1 Principles of building the training procedure – Ensuring the objectiveness of competency training process – Ensuring systematic in the training process 13 – Ensuring alignment with the pedagogical training process and the characteristics of Biology science – Training procedure based on experiential and constructive learning – Training through positive interaction and feedback 2.3.2 General procedure of training competency of assessing students’ LOs The procedure of training competency of assessing students’ LOs for Biology PSTs includes stages: * Stage 1: Forming basic knowledge of LOs assessment The lecturer guides PSTs to self-study the basic theoretical knowledge of assessment in general teaching: + The lecturer assigns documents with issues that orient PSTs to self-study, discusses the theoretical basis of assessment in teaching (concept, role - function, classification, principles, procedures and the orientation of assessment in Biology Curriculum 2018) + PSTs the learning tasks in the lecturer’s direction, then consolidate and systematize the general theoretical knowledge + Lecturer lead PSTs to study about the quality requirements and teachers’ competencies in assessing according to the Professional Standards, introducing PSTs to the component of the competency of LOs assessment * Stage 2: Training the component competencies of the capacity to assess economic performance The preocedure of training each component competencies combines with learning involved knowledge of assessment and training to form and strengthen assessment skills through experiential learning with these steps: – Step 1: Research background knowledge + Prepare before class: The lecturer asks PSTs to self-study the documents (provided by the lecturer), the self-study activities is guided by exercises which require synthesis, systematize knowledge involved researched issues These contents are the involved knowledge for skill implementation, meeting the requirements of developing component competencies + Learning activities in class are organized by lecturer for PSTs to report and discuss the results of the exercises, from which PSTs synthesize and systematize the core knowledge 14 – Step 2: Experience the skill + The lecturer assigns case studies (experiential tasks) asking PSTs to perform one or several component skills of assessment competence in teaching + Lecturer organizes PSTs to discuss and solve the case study in groups While PSTs solve the tasks, the lecturer suggests PSTs connect to the studied background knowledge as well as practical experiences they had to complete the requirements in the case study – Step 3: Reflect the results of skill implementation + The lecturer organizes groups of PSTs to show the results of the experiential task, asking them to comment and compare the results between the groups + Lecturer talks with PSTs to exchange and share about the procedure of solving experiential tasks, thereby revealing the advantages and limitations of PSTs’ knowledge and skills to promptly promote their strengths and correct their deficiencies + Through the lecturer’s orientation, PSTs reflect on their own experiences when implement skills, identify the characteristics of the skills, how to connect background knowledge and apply to implement skills, then find out the principles, requirements to ensure the skill results – Step 4: Generalize the skill implementation procedure + The lecturer orients PSTs to synthesize the analyzed experiences from the experiential task to generalize the theoretical model of the skill, especially skill implementation procedure and another strategies, techniques, notes to perform skills effectively + Lecturer lead PSTs to use the model to supplement, complete to the results from above tasks PSTs have to pay attention to observe and take notes from lecturer to supplement and improve skills themselves – Step 5: Practice training competency + Lecturer assigns practical exercises and orients PSTs on basic criteria to evaluate exercise results + PSTs receive and solve tasks in groups within a certain time (inside & outside classroom) Depending on conditions, lecturer can organize groups to report preliminary exercise results and provide further instructions for the groups to complete before making official reports 15 – Step 6: Evaluate the results of competency training practice + Lecturer organizes PSTs to report the results of practical exercises, organizes PSTs’ self-assessment and cross-assessment between groups + Lecturer orients PSTs to exchange experiences (especially the application of theories to complete and supplement the original experiences) + Confirming the results of component competency development for PSTs Note: The 6-step process is performed for each component competency, if the training results at a any components are still low, lecturer needs to repeat steps 3, 4, 5, to ask PSTs practice again about that component’s competency * Stage 3: General training and evaluating PSTs’ training result of competency of LOs assessment + Lecturer assigns a synthetic practice exercise, requires each PST to solve it in a certain time, then submit the results to lecturer + Lecturer compares the results of the exercise with the system of criteria to evaluate the performed level of the behavior of each individual PST, thereby confirming the level of competence development of PSTs after the training process 2.3.3 Analysis of opportunities to apply the training procedure in Biology teacher training programs The procedure of training competency of assessing students’ LOs can be applied to organize training for PSTs in options: 1) Organize training in teaching specilized modules of “Assessment in teaching Biology” 2) Integrating and grafting this content into other modules of the pedagogical training process (if the Program has not arranged a specilized module for the content of “Assessment in teaching Biology”) Table 2.2 Opportunities to practice students’ competency of LOs assessment in the pedagogical training program in Biology Pedagogy (summary) Content training General Opportunities to train in a Opportunities to train in other specilized module of pedagogical modules assessment When teaching the chapter When teaching module Theory 16 “Theory basis / General issues of knowledge of assessment in education and assessment teaching” Train in chapters “Forms and Competencies methods of assessment” and of forming “Designing assessment tools”, with the addition of content on plan and objectives”, designing “Learning assessment “assessment plan”, “Validity tools and reliability of assessment tools” Train in the chapter “Analyzing Ability to and responding assessment organize and results” or “Analyzing and using use results to assessment results to record support student progress and innovate teaching and teaching methods”, with the learning addition of the model of effective feedback General training when reviewing, General doing practical exercises at the training and end of the module evaluation of teaching Biology (at the chapter “Asessment in teaching Biology”) Train while teaching modules: - Theory of teaching Biology, Methodology of teaching Biology - Developing teaching plans in Biology Train while teaching modules: - Theory of teaching Biology, Organization of teaching Biology, - Practice teaching Biology - Pedagogical training Integrated training when teaching modules Practical teaching Biology and Pedagogical training 2.3.4 The detailed process of training each component capacity Examples of training each component competencies are designed and applied in the context of teaching module “Assessment in teaching Biology” for Biology teacher training course in Quynhon University – according to the analyzed procedure (see this content in the full thesis) 2.4 Building the system of exercises to training competency of assessing students’ LOs in teaching Biology The thesis has built a system of exercises to be used as an instrument of competency training, as well as instrument for lecturer to collect information of the competency development of PSTs during the process of training 2.4.1 Requirements for system of exercise – Fit the goals of developing the competency of assessment – Align to the basic and modern knowledge of assessment – Have scientific content with tight and clear structure 17 – Ensure to real practical work of teachers in high schools – Ensure fit and development for PSTs – Be systematic, linked to each other in content – Be suitable for learning in groups, individuals or both – Be convenient for the evaluation of PSTs’ performance 2.4.2 The process of building exercises The procedure of designing training exercises is as follows: – Step 1: Analyze the goal of the exercise in the training procedure – Step 2: Identify the tasks for solving in exercise – Step 3: Identify the data, information of the exercise – Step 4: Connect the content and express the exercise – Step 5: Determine the criteria for the performance of the exercise – Step 6: Review, edit and complete the exercise 2.4.3 System of exercises to training competency of assessing students’ LOs The system of exercises is divided into types (specific content of each exercise can be found in the full thesis): – Type 1: Theoritical exercises (used in stage and step of stage of the training process) – Type 2: Practical exercises for training component competencies (used in stage 2, in steps 2-3 and 5-6) – Type 3: General practical exercises (used in stage and in pre- and post-experiment tests) 2.5 System of criteria for evaluating the competency of assessing students’ LOs in teaching Biology The system of criteria for evaluating the competency of assessing students’ LOs in teaching Biology includes 10 criteria representing component skills of component competencies: – Component competency of forming LOs assessment plan (A) has criteria: A1 - Determine learning objectives, A2 - Select assessment methods/tools, A3 - Schedule frequency and time of assessment – Component competency of designing LOs assesment tools (B) has criteria: B1 - Design of testing tools, B2 - Design of measuring tools ... professional work in high schools according to the Teacher’s Professional Standards 1.3 Practical basis of the research 1.3.1 The reality of assessing LOs in teaching Biology at high schools * Purpose:... Biology at high schools and the current status of teachers’ comprehension about the competency of assessing students’ LOs * Comments on the results: – About the comprehension of high school teachers... “Training pre-service teachers’ competency of assessing students’ learning outcomes in teaching high school Biology” Research aims Determining the structure of the competency of assessing students’