CC BY
0CRITERIA TO EVALUATE LEARNING OUTCOMES (ON THE SAMPLE OF
CHEMISTRY SUBJECT) Battungalag Z.1, Suvd-Erdene B.2, Bayarmaa N.3
1Battungalag Zorigt - Master of Educational Sciences, 2Suvd-Erdene Batulzii - Master of Educational Sciences, 3Bayarmaa Natsag - Master of Educational Sciences, DEPARTMENT OF BASIC SCIENCES, DARKHAN MEDICAL SCHOOL, MONGOLIAN NATIONAL UNIVERSITY OF MEDICAL SCIENCES,
DARKHAN-UUL, MONGOLIA
Abstract: Mongolia approved the "Sustainable Development Concept of Mongolia 2030" by the Parliament resolution no.19. The 4th objective, the education goal, in the 17 sustainable development goals" states "Support equal education and quality education that provides equal opportunities, and promote lifelong learning opportunities". Article 3, c lause 3.4 of the "State Education Policy" approved by Resolution no. 12 of the Parliament of Mongolia in 2015 states "Basic education shall be developed as a period of acquisition of basic knowledge and skills of life, science, and independent creative learning", and article 7, clause 7.8 of the policy states "Participate in the study of international quality assessment of academic achievement in 2021" The Incheon Declaration was issued by the World Education Forum on "Accessible, Equal, and Quality Education for Lifelong Learning" organized by the United Nations Educational, Cultural and Scientific Organization in Incheon, Republic of Korea in 2015 within the framework of the 4th goal of sustainable development. In the declaration, the vision of Global Education until 2030 is defined as "developing an educational curriculum that is accessible to all, with unified goals and aspirations." It is also emphasized that "quality education promotes productivity and knowledge development and develops analytical, problem-solving, cognitive, personal development and communication skills similar to learning literacy and mathematics. " Regarding our country, there is a need to align the concept of reforming the general education curriculum with the above trend. Therefore, in order to contribute to the improvement of the results of the assessment of students' academic achievement, the search for the possibility of effective organization and implementation of lessons and learning activities became the basis for conducting this study.
Keywords: assessment of the student, academic success, student's performance.
Purpose of the research work
Evaluate learning outcomes of high school chemistry courses and analyze evaluation criteria,
Research objectives
1. Evaluate learning outcomes
2. Make analysis to evaluation criteria and content correlation
Materials and methodology
Document analysis method was used to compare and analyze the works of academics on the theory and methodology of the criteria for evaluating the results of teaching and learning. In addition to using analysis, summarization, questionnaire and interview methods to develop and evaluate criteria-based programs, some research results were developed using SPSS software.
Results
Table 1. Correlation of evaluation unit and learning outcomes of chemistry course for VI grade
2 X6.2a. Determine everyday materials and their properties. X6.26. Distinguish between metallic and non-metallic materials [H.6.4.a Explain and draw conclusions based on the results of testing and analysis. H.6.4.B Identify erroneous results from data patterns such as pictures, text, bar charts, schemes, and tables. 6.2.Material properties 6.2.1 Everyday materials are explained based on their proeprties (water absorption, light transmission, electricity and heat transmission, etc)
3 X6.3a. Classify materials according to their acidic and basic characteristics using indicators. X6.36. Explain the phenomenon of neutralization and some of its uses with real-life cases. H.6.2.B Improve your predictions based on previous scientific knowledge and understanding, choose required sources of informaion and decide how to use them. H.6.2.r Identify facts and evidences to be collected, correctly choose rational method and suitable tools and instruments, and use them safely for the health of others. H.6.3.a Make measurements and observations carefully using the scales H.6.4.a Explain your hypothesis based on the 6.3. Acidic and basic characteristics 6.3.1. Explain your hypothesis based on the results of testing and analysis, draw conclusions.
results of testing and analysis, draw conclusions.
4 X6.4a.Determine the effect of acidic substances and materials on nature and environment. X6.46. Identify water pollution and its causes. H.6.1.a Be able to ask questions based on previous experiences and observations, and talk about the importance of proofs and explanations. [H.6.1.B Propose a real case that can be analyzed. H.6.2.r Identify facts and evidences to be collected, correctly choose rational method and suitable tools and instruments, and use them safely for the health of others. H.6.4.r Express the conclusions in various ways, explain them to others, and reflect on further improvement. 6.4. Chemistry and life 6.4.1. Concept of pollution is formulated and water pollution is explained by household waste
Table 2. Correlation of evaluation unit and learning outcomes of chemistry course for VI grade
№ Learning objectives Evaluation unit Learning outcomes
1 X7.1a. Explain the properties of solid, liquid, and gaseous substances, state changes, gas pressure, and diffusion phenomena using the theory of particles 7.1 .Matter state 7.1.1. Able to explain the properties of matter/state of matter, state transition, diffusion, gas pressure/ using the theory of particles.
2 X7.16. Determine whether a chemical element consists of a single atom or a molecule formed from several atoms. X7.1b. Memorize the first 20 elements of the periodic table X7.1r.Distinguish chemical elements and chemical compounds and mixtures based on physical properties and contents 7.2.Material properties 7.2.1 Able to distinguish chemical elements and chemical compounds and mixtures based on physical properties and contents.
3 X7.2a. Explain the difference between metal and non-metal elements. X7.26. Name common compounds such as oxides, hydroxides, chlorides, sulfates, and carbonates. X7.3a. Express chemical reactions in verbal equations X7.36. Detect chemical reactions using indicators. X7.3b. Identify chemical reactions that are not of practical importance. 7.3. Material change 7.3.1. Able to recognize chemical reactions by their properties and express in verbal equations. 7.3.2. Be able to choose ways to prevent reactions that are not of practical importance/painting, oiling, coating with stainless materials/
4 X7.4a.Determine soil properties X7.46. Determine how human activities affect the environment/soil, water, and air pollution/. 7.4. Chemistry and life 7.4.1. Be able to determine own contribution to soil protection based on soil composition and properties.
Table 3. Criteria for learning outcomes per evaluation unit, performance levels/VI grade.
Criteria for learning outcomes Performance levels
I II III IV
6.1.1.1. Particles, their motions and state transitions in solid and liquid gases are modeled by the particle model The given example is distinguished by state of matter and state transition Predicts state and state transitions of matter from small particle models Examples of state of matter and state transition corresponding to the particle model are given Changes in the motion of particles of matter during heating or cooling illustrated by a particle model
Shows how the movement and arrangeme nt of particles of matter will change during phenomena such as heating, melting, boiling, evaporation, cooling, and freezing Quantitative data on melting and boiling points determine the state of existence of a matter Experiments prove that boiling and evaporation are related to state transitions Similarities and differences between boiling and evaporation phenomena are explained by particle model
6.1.1.2. In solid and liquid gases can predict the properties of matters and materials based on the The order and motion of particles in the solid and liquid-gas states of matter is described by the Shape, volume, and fluidity are determined by the arrangement, motion, and force of Solids, liquids, and gases are ordered by shape, volume, and fluidity of particles, according to State of matter, then, order and motion and gravity are established by the shape, volume and
appearance of particles particle model gravity of a matter in its solid-liquid-gas state the arrangement, motion, and force of gravity fluidity of matter
Conclusion
1. By creatively applying evaluation criteria in teaching activities, teachers will have a full opportunity to make realistic and effective evaluations and conclusions about academic success, progress, and changes based on student performance and determine what support and how to provide them.
2. In the final conclusion, by including the criteria-based evaluation in the planning of units and regular lessons, it can be seen that the assessment tasks need to develop tasks that require the ability of the student and develop creativity.
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