ASSESSMENT OF SCIENTIFIC COMPETENCIES: ANALYSIS AND DEMONSTRATION IN TEACHING NATURAL AND SOCIAL SCIENCE SUBJECT AT PRIMARY SCHOOL
Main Article Content
Abstract
Assessment is a critical component of the educational process. Scientific competencies are one of the key skills that students need to establish and improve in school. Natural and Social Science subject plays an important role in the establishment and development of students' scientific competencies in the early stages of primary school. As a result, reforming assessment in teaching Natural and Social Science subject through competence-based assessment is an essential aspect that contributes to promoting the innovation process in education for primary school. This article introduces some findings on the assessment of learning activities in Natural and Social Science subject by competence-based assessment, as well as provides some assessment principles and demonstrates some examples for scientific competency assessment.
Keywords
competency-based assessment, Natural and Social Science subject, primary school, scientific competencies
Article Details
References
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Ramirez, T. V. (2017). On Pedagogy of Personality Assessment: Application of Bloom's Taxonomy of Educational Objectives. Journal of Personality Assessment, 99(2), 146-152. https://10.1080/00223891.2016.1167059
Rojas, M., Nussbaum, M., Chiuminatto, P., Guerrero, O., Greiff, S., Krieger, F., & Westhuizen, L. V. D. (2021). Assessing collaborative problem-solving skills among elementary school students. Computers & Education, 175, 104313, https://doi.org/10.1016/j.compedu.2021.104313
Rusilowatia, A., Kurniawatia, L., Nugrohoa, S. E. & Widiyatmokoa, A. (2016). Developing an instrument of scientific literacy asessment on the cycle theme. International journal of environmental & science education, 11(12), 5718-5727.
Sai, C. H., Le, T. H., Le, T. H. H. & Le, D. N. (2017). Giao trinh kiem tra danh gia trong day hoc [Reference test and assessment in teaching]. VNU Publishing House.
Shwartz, Y., Ben-Zvi, R., & Hofstein, A. (2006). The use of scientific literacy taxonomy for assessing the development of chemical literacy among high-school students. Chemistry Education Research and Practice, 7(4), 203-225.
Trinh, L. H. P., & Pham, T. H. (2019). Xay dung thang danh gia nang luc van dung kien thuc hoa hoc vao thuc tien cua hoc sinh truong trung hoc pho thong [Designing rubrics for assessing the competency of applying Chemistry knowledge into practice of high school students]. Ho Chi Minh City University of Education Journal of Science, 16(11), 693-708.
Tran, K. D. (2011). Giao trinh phuong phap luan nghien cuu khoa hoc giao duc [Reference methodology of educational research]. VNU Publishing House.
Wang, Y., Lavonen, J., & Tirri, K. (2019). An assessment of how scientific literacy-related aims are actualised in the National Primary Science curricula in China and Finland. International Journal of Science Education, 41(11), 1435-1456. https://doi.org 10.1080/09500693.2019.1612120
Bybee, R. (2010). The Teaching Science: 21st Century Perspectives. NSTA Press.
Gajek A., (2019). Process safety education – learning at the level of the establishment and at the human level, Chemical Engineering Transactions, 77, 841-846 https://doi.org/10.3303/CET1977141
Harlen, W. (2012). Developing policy, principles and practice in primary school science assessment. Nuffield Foundation.
Hodson, D. (2020). Going Beyond STS Education: Building a Curriculum for Sociopolitical Activism. Canadian Journal of Science, Mathematics and Technology Education, 20, 592-622 (2020). https://doi.org/10.1007/s42330-020-00114-6
Hoque, M. E. (2016). Three Domains of Learning: Cognitive, Affective and Psychomotor. The Journal of EFL Education and Research (JEFLER), 2(2), 45-52.
Huang, N., Chang, Y., & Chou, C. (2020). Effects of creative thinking, psychomotor skills, and creative self-efficacy on engineering design creativity. Thinking Skills and Creativity, 37, 100695. doi:10.1016/j.tsc.2020.100695
Kähler, J., Hahn, I., & Köller, O. (2020). The development of early scientific literacy gaps in kindergarten children. International Journal of Science Education, 42(12), 1988-2007, https://doi.org/10.1080/09500693.2020.1808908
Koerber, S., & Osterhaus, C. (2021). Science competencies in kindergarten: a prospective study in the last year of kindergarten. Unterrichtswiss, 49, 117-136, https://doi.org/10.1007/s42010-020-00093-5
Kruit, P., Oostdam, R., Berg, E. V. D., & Schuitema, J. (2020). Performance Assessment as a Diagnostic Tool for Science Teachers. Research in Science Education, 50, 1093-1117, https://doi.org/10.1007/s11165-018-9724-9
Le, T. H., & Nguyen, T. P. V. (2020). De xuat khung danh gia nang luc khoa hoc cho hoc sinh lop 6 mon Khoa hoc tu nhien theo chuong trinh giao duc pho thong moi [Proposing 6-grade students’ science competence framework in New General Natuaral Science curriculum]. Journal of Education, 483, 44-49.
Le, D. T., & Phan, T. T. H. (2016). Day hoc theo dinh huong hinh thanh va phat trien nang luc nguoi hoc o hoc sinh pho thong [Teaching in the direction of approaching and developing learners' competencies in high school students]. University of Education Publishing House.
Ministry of Education and Training – MOET (2018a). Chuong trinh giao duc pho thong (Chuong trinh tong the [The National education curriculum (The General Education Curriculum)]The General Education Curriculum)]. Hanoi.
Ministry of Education and Training – MOET (2018b). Chuong trinh giao duc pho thong mon Tu nhien va Xa hoi [The Natural and Social Science Curriculum]. Hanoi.
Ministry of Education and Training – MOET (2020). Thong tu 27/2020/Tt-BGDĐT Quy dinh ve danh gia hoc sinh tieu hoc [Circulars 27/2020/TT-BGDĐT Regulation on assessment of primary students officially published]. Hanoi.
Molin, F., Haelermans, C., Cabus, S., & Groot, W. (20021). Do feedback strategies improve students’ learning gain? – Results of a randomized experiment using polling technology in physics classrooms. Computers & Education, 175, 104339, https://doi.org/10.1016/j.compedu.2021.104339
Muhayimana, T., Kwizera, L., & Nyirahabimana, M. R. (2022). Using Bloom’s taxonomy to evaluate the cognitive levels of Primary Leaving English Exam questions in Rwandan schools. Curric Perspect, 42, 51-63. https://doi.org/10.1007/s41297-021-00156-2
National Academies of Sciences, Engineering, and Medicine [NASEM]. (1996). National Science Education Standards. Washington, DC: The National Academies Press. https://doi.org/10.17226/4962
National Academies of Sciences, Engineering, and Medicine [NASEM]. (2013). Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. https://doi.org/10.17226/18290
Niemierko, B. (2012). Educational diagnostics for contemporary school systems: measuring and assessing growth of student human capital. Part I: main concepts and the scope. Colloquium, 2, 123-144.
Nguyen, C. K., & Dao, T. O. (2019). Giao trinh kiem tra danh gia trong giao duc [Reference test and assessment in education]. University of Education Publishing House.
Nguyen, Q. T. (2016). Competency-Oriented Assessment [Danh gia theo dinh huong nang luc]. VNU Journal of Science: Education Research, 32(2), 68-82.
Nguyen, T. L. P., Truong, X. C., Bach, N. D., Pham, T. B. D., & Do, T. D. (2016). Chuong trinh tiep can nang luc va danh gia nang luc nguoi hoc [Competency-based curriculum and Competence-based assessment]. Vietnam Education Publishing House.
Nguyen, V.T. (2016). Nguon goc va mot so li thuyet dinh huong danh gia nang luc nguoi hoc [The origin and theory of learner’s competency assessment orientation]. Journal of Education, 377, 16-19.
Nguyen, V. H., & Bui, T. M. T. (2019). Xay dung cau truc va tieu chi danh gia nang luc cua hoc sinh trong day hoc Sinh hoc theo tiep can cau truc [Building the structure and criteria to evaluate students' competencies in teaching Biology using the structural approach]. Journal of Education, 2019(5), 209-215.
Pellegrino, J. W. (2012). Assessment of science learning: Living in interesting times. Journal of Research in Science Teaching, 49(6), 831-841, https://doi.org/10.1002/tea.21032
Pil, L. (2011). Assessment and evaluation. VNU Publishing House.
OECD (2019). PISA 2018 Assessment and Analytical Framework. OECD Publishing. https://doi.org/10.1787/b25efab8-en
Ramirez, T. V. (2017). On Pedagogy of Personality Assessment: Application of Bloom's Taxonomy of Educational Objectives. Journal of Personality Assessment, 99(2), 146-152. https://10.1080/00223891.2016.1167059
Rojas, M., Nussbaum, M., Chiuminatto, P., Guerrero, O., Greiff, S., Krieger, F., & Westhuizen, L. V. D. (2021). Assessing collaborative problem-solving skills among elementary school students. Computers & Education, 175, 104313, https://doi.org/10.1016/j.compedu.2021.104313
Rusilowatia, A., Kurniawatia, L., Nugrohoa, S. E. & Widiyatmokoa, A. (2016). Developing an instrument of scientific literacy asessment on the cycle theme. International journal of environmental & science education, 11(12), 5718-5727.
Sai, C. H., Le, T. H., Le, T. H. H. & Le, D. N. (2017). Giao trinh kiem tra danh gia trong day hoc [Reference test and assessment in teaching]. VNU Publishing House.
Shwartz, Y., Ben-Zvi, R., & Hofstein, A. (2006). The use of scientific literacy taxonomy for assessing the development of chemical literacy among high-school students. Chemistry Education Research and Practice, 7(4), 203-225.
Trinh, L. H. P., & Pham, T. H. (2019). Xay dung thang danh gia nang luc van dung kien thuc hoa hoc vao thuc tien cua hoc sinh truong trung hoc pho thong [Designing rubrics for assessing the competency of applying Chemistry knowledge into practice of high school students]. Ho Chi Minh City University of Education Journal of Science, 16(11), 693-708.
Tran, K. D. (2011). Giao trinh phuong phap luan nghien cuu khoa hoc giao duc [Reference methodology of educational research]. VNU Publishing House.
Wang, Y., Lavonen, J., & Tirri, K. (2019). An assessment of how scientific literacy-related aims are actualised in the National Primary Science curricula in China and Finland. International Journal of Science Education, 41(11), 1435-1456. https://doi.org 10.1080/09500693.2019.1612120