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Designing a Training and Assessment Tool for Biology Skills in Teaching Grade 11 Students for Biology Majors


Good (Level 3)

Achieved (Level 2)

Not achieved (Level 1)

Fast, neat, precise operation. Healthy frogs for experimentation.

Guaranteed time but still confused. Frogs are destroyed to ensure experimentation.

test

Slow operation, must be repeated many times. Frog does not completely lose function

mobility or weakness

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Designing a Training and Assessment Tool for Biology Skills in Teaching Grade 11 Students for Biology Majors

+ Skills in using tools and operations on frogs are assessed based on students' practical activities in section (1) of the Study Sheet with levels described as follows:

Good (Level 3)

Achieved (Level 2)

Not achieved (Level 1)

Use the correct tools for each operation, perform

accurate and fast

Use the right tools for the right operation but

not quick

Using the wrong tools, incorrect operations

exact, must repeat many times.

+ Skills to implement and evaluate results through the results students fill in on table TN1

Good (Level 3)

Achieved (Level 2)

Not achieved (Level 1)

Correct all 3 boxes

Correct 2 boxes

Only 1 cell correct

Phase 2 : Students practice according to the process of TH skills to develop and perfect TH skills in Biological Physics through the lesson "Experiment on Bioelectricity" according to the following steps:

- Teacher assigns learning tasks:

Students observe the picture below describing 2 corresponding experiments on neuromuscular preparations and discuss to annotate the picture and present the theoretical basis of the experiment.

Work

Assign tasks

Carry out the task

Product

1. Collect

- Find out the

- Read documents on the topic

- Summary of knowledge



information

Knowledge content related to the above experimental image in .


- State the problem to be solved.

Nervous system in animals and discussion.

- Build a system of related knowledge in order.


- State the problem and identify the goals to be achieved.

(table or diagram): Concept of bioelectricity, mechanism of nerve impulse conduction, characteristics of nerve impulse conduction.

- Research problem: Prove the existence of resting potential and action potential.

operating position

2. Work planning

Discuss in groups and develop a plan to carry out the tasks.

- Learn about the tools and equipment needed

- Practice some basic TH skills.

- Briefly describe the steps of the two experiments and expected results.

results

- Select equipment and design process according to appropriate TH method.

- Control factors that can affect the implementation process.

3. Implementation

Perform real experiments in the laboratory according to the simulation of the given image and draw conclusions.

Students perform:

- Making neuromuscular preparations in frog thigh nerves

-Perform the experiment in a reasonable order to determine resting potential and action potential.

- Observe muscle contractions and record the results of each observation.

- Logical analysis of 2

TN to draw conclusions.

- Apply TH skills to perform TH steps. Control the time and impact of the steps.


- Observe, record, and analyze results appropriately (make a table).





Teachers observe and support


4. Evaluation

Self-assessment and peer assessment.

- Students give some evaluation criteria after implementation.

- Conduct group evaluation.

- Evaluate initial results.

- Criteria system for evaluating experimental and synthesis skills

work

5. Report and propose experimental solutions.

- Propose a method to measure the electrical activity of nerve cells using a galvanometer

- Write a report.

- Design measurement plan.

- Students discuss and develop the report content of the two experiments and experimental plans.

- Experimental design skills.

- Applying biological and physical methods.

- TH report.

- Students study in groups (4-5 students per group) to practice discussion skills. The discussion content is recorded by the groups' secretaries in the study sheets prepared by the teacher.

Step 5. Evaluate the training of Biological Skills and learn from experience

Teachers and students evaluate the results of practicing Biology skills according to the criteria and draw experience for practicing other skills.

2.4. Designing tools to train and evaluate Biology skills in teaching grade 11 students majoring in Biology

Using practice exercises as a tool to practice Biology practice skills is also a tool to assess the most suitable skills, especially practice exercises. Practice exercises focus on assessing students' ability to solve Biology problems. Organizing practice activities is based on specific methods and measures such as observation, conducting experiments, designing experiments, applying practice questions and exercises. At the same time, in practice exercises, students know how to apply the knowledge they have learned to real life to conduct experiments, vocational practice, and scientific research.


2.4.1. Building a set of criteria for evaluating practical Biology skills

2.4.1.2. Criteria for evaluating Biological Resources

First, we identify the Biology skills that need to be trained and developed for Biology major students with the criteria shown in Table 2.7.

Table 2.7. Criteria for TH skills that need to be practiced for Biology major students

Skills

Criteria

Ask research questions

and propose hypotheses

- Analyze knowledge content related to the problem.

- State a hypothesis for the problem that needs to be studied.

Describe the design of the TH lesson.

- Select equipment and design process according to appropriate TH method.

- Control factors that can affect the process

implementation

Implement TH methods

- Apply TH skills to perform TH steps.

- Control the time and impact of steps.

Collect and process the results obtained

- Observe, record, and summarize results fully, accurately, and scientifically.

- Analyze the results to explain the withdrawal phenomena.

draw scientific conclusions.

Propose a plan of attack

price or propose experimental plan

- Evaluate initial results.

- Can come up with experimental plans to study emerging problems.

Within the scope of the thesis, based on the proposed TH skills that need to be trained and developed for Biology students, we have evaluated 5 basic component skills selected to form Biology TH skills according to the established criteria. Each criterion (behavioral manifestation) is evaluated at 3 levels: level 1; level 2 and level 3; in which the manifestation of behavior at level 3 is evaluated higher than level 2 and at level 2 is evaluated higher than level 1. In the levels we have proposed, the higher the level, the more active the student is in performing TH exercises and the more students become proactive in TH learning activities and


can conduct experimental activities or scientific research. At the highest level of training, students focus on developing skills such as research, thinking, creativity, designing research topics, self-study, and learning management.

The Biology skills that need to be practiced and developed for Biology major students and the explanation of the level of each criterion are proposed in Table 2.8 below:

Table 2.8. Levels of behavioral expression in TH skills that need to be practiced and developed for Biology major students

KN

Expression

behavior

Level of expression of behavior

Sort

type


Ask research questions and

propose hypothesis


1.1. Analyze the knowledge content related to the problem of TH

State the content of the problem knowledge but

research question not stated

A1.1

Ask some questions related to the content.

knowledge needed to TH.

A1.2

Understand the relationship between theory and practice

generate precise research questions.

A1.3


1.2. Hypothesize the problem to be studied

The variables are stated but not exactly.

A2.1

Identify independent and dependent variables but do not ask the right research questions

rescue.

A2.2

State the correct and complete hypothesis.

A2.3


Describe

design lesson


2.1. Select equipment and design process according to appropriate TH method

Selected equipment but not yet made available

steps to be taken.

B1.1

Select equipment and take steps

implemented but the method is not really suitable and accurate.

B1.2

Provide a procedure for performing the equipment

and appropriate methods.

B1.3

2.2. Controlling factors that can affect

to the process

The implementation process is not strict and not planned.

Report the impact factors.

B2.1

Full process but not predictable

full of influencing factors.

B2.2



KN

Expression

behavior

Level of expression of behavior

Sort

type


perform.

Complete and controllable process

influencing factors

B2.3


Practice TH skills and methods

3.1. Apply scientific skills to perform TH steps.

Can perform skills but must be

teacher's guidance

C1.1

Perform skills without instructions

but not self-adjusting.

C1.2

Actively complete the KH skills well

C1.3


3.1. Controlling the timing and impact of steps

Implement methods in the direction

lead but not control time

C2.1

Perform correct TH methods

time without instructions but still make mistakes.

C2.2

Conduct the correct simultaneous TH method

Adjust the time and steps accordingly.

C2.3


Collect and process results

results obtained for reporting.

4.1. Observe, record, and summarize results completely and accurately.

Incomplete observations and unrecorded records

detailed sample results

D1.1

Observe fully and record results as follows

sample in a nutshell

D1.2

Observe fully and record results carefully.

Science does not need a given model.

D1.3

4.2. Analyze results to explain phenomena and draw scientific conclusions.

learn.

Analyze the results according to the teacher's instructions.

and no conclusions have been drawn.

D2.1

Analyze results without guidance.

GV and draw conclusions but not complete.

D2.2

Analyze common relationships

between variables in the TH and draw conclusions.

D2.3

Show

5.1. Comments

Identify some errors in the TH test.

E1.1



KN

Expression

behavior

Level of expression of behavior

Sort

type

evaluation plan or proposed experimental plan

get initial results.

Review the initial plan and propose

make the necessary changes in the TH article.

E1.2

Evaluate the initial plan and indicate a systematic approach to solving the problem.

resolve unexpected results.

E1.3

5.2. Can make a realistic plan

test to

Research emerging issues.

Proposed experimental plan for research

a TH problem but not specific.

E2.1

Detail the steps in the process

experiment.

E2.2

Come up with a logical experimental plan to

research TH problem

E2.3


2.4.1.2. Quantify the maximum level of achievement of each criterion with each component skill

To quantify the level of achievement in each criterion of the Biology skills that need to be trained and developed for Biology major students, we propose using a 10-point scale to quantify each criterion with the quantitative level described in Table 2.9 below:

Table 2.9. Quantifying the level of achievement of each criterion of Biology skills for Biology major students on a 10-point scale


Criteria of TH skills

Maximum score

Maximum total score of

KN

Ask research questions and propose hypotheses

theory

Analyze related knowledge content

to the TH problem.

5d


10d

State a hypothesis for the problem to be studied.

5d


Design Description

Select equipment and design the scale

process according to appropriate TH method.

5d

10d



TH lesson

Control the factors that can affect

affect the implementation process.

5d


Practice skills and techniques

TH

Apply TH skills to practice

show TH steps

5d


10d

Control time and influence

of the steps.

5d

Collect and process the results obtained.

Observe, record, and summarize results

fully and accurately

5d


10d

Analyze the results to explain the

phenomenon of drawing scientific conclusions.

5d

Provide an evaluation plan or propose a solution

experimental project

Initial results are evaluated.

5d


10d

Can come up with an experimental plan to study the emerging problem.

presently.


5d

After quantifying each criterion on a 10-point scale, we converted it to the quality level of each corresponding skill as follows: level 1- M 1 (0 → 4 points); level 2- M 2 (over 4 → 7 points) and level 3- M 3 (over 7 → 10 points).

Thus, based on quantifying each criterion of Biology skills on a 10-point scale, the maximum total score of this skill will be 50 points (corresponding to the maximum total score of 10 criteria).

2.4.2. Develop evidence sources to assess the Biology skills of Biology major students

The sources of assessment evidence that are developed and used must be specific, valuable, reliable and distinctive. At the same time, when developing sources of assessment evidence, it is necessary to develop a specific assessment criteria table (based on the assessment criteria table for TH skills) corresponding to each source of assessment evidence.

2.4.2.1. Sources of evidence for assessing Biology skills

We assess Biology TH skills during the process of monitoring students' activities in TH lessons, then assess by the method of teacher observation and recording through the Skill Assessment Form; and students' writing through TH forms and TH Reports. In addition, the assessment of Biology TH skills can also be done through students' TH exercises designed in TH lessons. As

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