Xây dựng bài tập thực tiễn đánh giá năng lực giải quyết vấn đề trong dạy học chủ đề “Di truyền học người” - Sinh học 12

Tóm tắt

In the context of competence-based education reform, the development of authentic assessment tools-particularly authentic tasks-has become essential to accurately evaluate students’ competence to apply knowledge and solve real-world problems. This study aims to construct a theoretical foundation and propose a systematic procedure for designing authentic tasks to assess problem-solving competence within the topic Human Genetics in Grade 12 Biology. To validate the feasibility and relevance of the proposed procedure, an online survey was conducted with 170 participants, including 50 university lecturers and 120 high-school biology teachers. The results indicate that the procedure is highly regarded in terms of scientific soundness, practical relevance, pedagogical value, feasibility, and assessment effectiveness. Authentic tasks developed through this procedure enable students to identify, analyze, and resolve realistic biological situations while providing teachers with valid and reliable evidence of students’ problem-solving competence. The findings highlight the significance of integrating authentic tasks into Biology assessment practices and contribute a feasible tool to support teachers in implementing competency-oriented evaluation aligned with the 2018 General Education Curriculum. Future research may expand the procedure to additional biological contexts and develop a comprehensive bank of authentic tasks for high-school Biology instruction.