Competences

• a)Identify assessment techniques that best suit the learning objectives;
• b)Employ diagnostic assessment techniques that best suit the learning objectives;
• c)Design a comprehensive scheme of work that incorporates various assessment techniques;
• d)Create assessment resources such as rubrics;
• e)Guide students to assess their own learning and that of others;
• f)Engage students in collaborative learning such as project-based learning.
• g)Create a supportive learning environment in which the teacher can communicate clearly with students the assessment expectations, criteria, and feedback;
• h)Design both formative and summative assessments for biology students, ensuring they accurately measure student understanding and skills;
• i)Collaborate with colleagues to develop, refine, and share assessment techniques to enhance the quality and validity of assessments in STEM education.

Knowledge

• a)Identify assessment techniques to gauge students’ prior knowledge, skills, and misconceptions related to the topic being taught;
• b)Explore a variety of formative assessment strategies such as questioning techniques, concept mapping, think-pair-share activities, and classroom discussions to monitor student understanding in real-time;
• c)Describe the various forms of feedback and self-assessment techniques that can be applied for science subjects;
• d)Describe how to design effective science assessments that align with curriculum goals and promote student engagement and learning;
• e)Evaluate both procedural and conceptual understanding of scientific principles and problem-solving strategies;
• f)Find ways to apply formative assessment techniques in a lab setting during hands-on inquiry-based investigations;
• g)Identify strategies that can be applied to develop students’ metacognitive skills.
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Skills

• a)Structure summative assessment that reflects the attainment level students are working at;
• b)Explore alternative assessment techniques such as portfolios, performance tasks, multimedia presentations, concept maps, or digital simulations;
• c)Design effective assessments (both practical and theoretical) that align with learning objectives, using a variety of formats such as quizzes, projects, and experiments;
• d)Train students identify and develop study methods that are best suited;
• e)Adjust assessment strategies based on students’ needs, feedback, and changing instructional contexts ensuring that assessments remain relevant and effective over time.
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