Quy trình và công cụ đánh giá năng lực hợp tác của học sinh trong dạy học dự án “Động lực học” (Vật lí 10)

Tóm tắt

In the framework of educational reforms within the 2018 General Education Program, it is perceived that developing collaboration skills is a necessary core competence. This is particularly true for project-based Learning in Physics, which can enhance this skill positively. However, most teachers experience difficulty in assessing the collaborative processes of their students, mainly due to a lack of concrete assessment technologies and criteria. This study introduces a three-phase process of collaborative skills evaluation in problem-based learning: preparation, project execution, and product presentation. The project “Dynamics” (Physics grade 10) was implemented through a pedagogical experiment involving forty-five students from Bac Lieu High School's class 10A8. Tools like rubrics, Likert scales, and observation sheets were modified, tested, and used to thoroughly assess everything from the teamwork process to the finished result. The research outcomes indicate that these assessment instruments precisely monitor collaborative work, including interaction, work distribution, and conflict management in a group. Nevertheless, some issues exist, particularly ensuring and managing every member's full participation. The paper proposes reforming task allocation and increasing the teacher's involvement to improve collaboration.