What are forms of assessing learning outcomes in Biology in Vietnam?
What are forms of assessing learning outcomes in Biology in Vietnam?
Based on Subsection 2, Section 7 of the General Education Program for Biology promulgated with Circular 32/2018/TT-BGDDT, some forms of assessing learning outcomes in Biology include:
- Assessment through written work: essays, objective tests, term papers, collected result reports, research result reports, investigations, etc.
- Assessment through oral presentations: answering viva questions, interviews, presenting research issues, etc.
- Assessment through observation: observing the process of students performing practical experiments, group discussions, fieldwork studies, visits to scientific and production facilities, participation in research projects, etc., using observation checklists, checkpoints, learning portfolios, etc.
What are forms of assessing learning outcomes in Biology in Vietnam? (Internet image)
What are the requirements for assessing learning outcomes in Biology in Vietnam?
Based on Subsection 1, Section 7 of the General Education Program for Biology promulgated with Circular 32/2018/TT-BGDDT, the assessment of learning outcomes must meet the following requirements:
- Provide full, accurate, and prompt feedback on learning outcomes to help students self-adjust their learning processes, teachers adjust their teaching activities, school management staff come up with solutions to improve education quality, and families monitor and assist their children’s learning.
- Ensure that content assessment integrates knowledge, practical skills, and the application of learned content to solve practical problems.
- Combine process assessment with summative assessment; qualitative assessment with quantitative assessment, wherein quantitative assessment should be based on qualitative assessments that are provided promptly and accurately.
- Utilize a variety of assessment forms to ensure a comprehensive evaluation of the degree to which required standards stipulated in the program are met.
- Combine teacher assessment with self-assessment and peer assessment to cultivate students' self-regulation and self-learning abilities, as well as critical thinking skills.
What are the Required Specific Competencies for Students in Biology in Vietnam?
Based on Subsection 2, Section 4 of the General Education Program for Biology promulgated with Circular 32/2018/TT-BGDDT that stipulates the required specific competencies for students in Biology as follows:
The Biology subject develops in students the biological competence, a representation of natural science competence, encompassing components like biological cognition, exploration of the living world, and application of acquired knowledge and skills.
The manifestations of biological competence are presented in the following table:
| Competence Components | Manifestations |
| Biological cognition | Articulate, analyze core biological knowledge and biotechnology achievements in various fields. Specifically: - Identify, list, state, and describe the subjects, concepts, rules, and life processes. - Present the characteristics, roles of subjects, and life processes using various forms of expressions such as spoken and written language, formulas, diagrams, charts, etc. - Classify living objects and phenomena based on different criteria. - Analyze characteristics of an object, item, or process according to a specific logic. - Compare and choose objects, concepts, mechanisms, and life processes based on certain criteria. - Explain the relationships between objects and phenomena (cause-effect, structure-function, etc.). - Identify and correct mistakes; provide critical comments related to the discussion topic. - Find keywords, use scientific terms, connect information logically, and create outlines while reading and presenting scientific texts; utilize different forms of language expression. |
| Exploring the living world | Execute the process of exploring the living world. Specifically: - Propose issues related to the living world: raise relevant questions; analyze contexts to propose issues; express proposed issues in one's own words. - Make judgments and formulate hypotheses: analyze problems to state judgments; formulate and articulate research hypotheses. - Plan implementation: construct logical frameworks for research content; select appropriate methods (observation, experimentation, investigation, interviews, reviewing materials, etc.); plan research activities. - Execute the plan: collect and store data from experiments, investigations; evaluate results based on simple statistical parameters; compare results with hypotheses, explain, conclude, and adjust if necessary; propose recommendations for applying research results or future research. - Write, present reports, and discuss: use language, drawings, diagrams, tables to express the research process and results; write research reports; collaborate with partners through active listening and respecting others' assessment opinions to positively absorb and justify and defend research results persuasively. |
| Applying acquired knowledge and skills | Apply acquired knowledge and skills to explain, evaluate common phenomena in nature and life; demonstrate appropriate attitudes and behaviors. Specifically: - Practical explanation: explain and evaluate common phenomena in nature and life, their impact on sustainable development; explain, evaluate, and critique some suitable technology models. - Show appropriate behavior and attitudes: propose and implement solutions to protect personal, family, and community health; protect nature, the environment, adapt to climate change, and meet sustainable development requirements. |
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