Xây dựng bài tập đánh giá năng lực nghiên cứu khoa học trong dạy học Sinh học 11

Tóm tắt

Assessment plays a crucial role in the teaching and learning process, enabling teachers to monitor progress, adjust instructional strategies, and guide learning activities in alignment with the goals of developing students' competencies and qualities. Among the core competencies that need to be fostered in high school students, scientific research competence stands out as particularly essential. This competence is reflected in students' higher-order thinking, problem-solving abilities, and their competence to conduct research systematically and logically. The effectiveness of assessment largely depends on the tools used. Tasks and exercises are considered effective instruments for gathering evidence of students’ learning processes and their ability to apply knowledge in practice. Therefore, designing performance-based tasks to assess scientific research competence in Grade 11 Biology is both necessary and beneficial. It not only supports the evaluation process but also contributes to the development of students' critical thinking and real-world application skills. This article proposes a structured process for designing tasks to assess scientific research competence, grounded in competencybased education theories and practical teaching experience. The proposed process was validated through scientific methods including document analysis, expert consultation, and survey data analysis, ensuring its objectivity, reliability, and practical applicability in current Biology teaching.