Jimma University

College of Natural Sciences

Department of Biology

Biology Subject Area Methods II (PGDT 432)

Complained By; Belachew, B

 Scope of the course
Pedagogical approach in teaching and learning practices….biology

Module learning outcomes

After completion of the module, you will be able to:

Develop and adapt modalities of teaching skills in teaching biology,

Produce instructional materials and resources for teaching Biology,

Implement effective techniques of teaching core disciplines of biology’

Use correct assessment and evaluation techniques in teaching Biology &

Conduct exams (tests) and evaluate performance and achievement of

students properly.

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 CHAPTER ONE

Modalities of Teaching Biology

Refer to mode of lessons delivery (styles of teaching) in biology that

includes teaching activities leading to understanding, developing skills,

attitudes and issues in which students construct new knowledge and
experience.

Learning out comes

After completion of this unit, learners will be able to:-

Define and use inquiry based learning of biology,

Describe & practice student-centered lesson delivery in teaching biology,

Explain & exercise experiment based lesson delivery in teaching biology

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 Inquiry based learning …
 students learn by doing to develop capacities of understanding and recall

experiences.

Student-centered method
 lesson delivery is an approach of learners led and teacher-guided that

involves students in investigating the real world within a broad thematic

framework and serves as a vehicle for extending and applying what has been
learnt

Experiment based modality…. teaching biology that in practice engages

students to exercises various experimental & scientific researches in labas

well as in conducive env’t
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 It involve learners in the following basic principles
 All learning activities should focus on using information, processing skills

(from observations to synthesis), and ground rules

 Puts the learner at the center of an active learning process and the

systemic elements (teachers, instructional resources and schools) as

supporter

 Teacher serve as facilitator

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It is generally way, generating skills & knowledge via
exposure

Feedback: Development of mind and grasping capacity

Individuals carry on the inquiry from the time they are born
until they die even though they might not reflect up on the
 process.
Infants begin to make sense of the world by inquiring from
birth, babies observe faces that come near, grasp objects
and put things in their mouths and turn toward voices.
Hence, the process of inquiring begins with gathering
information and data by using the human senses (seeing,
hearing, touching, tasting and smelling etc.).

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 What is active and what is passive?

Exercise the content and concept of the
table in the day-to-day teaching and
learning process.

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Table 1: Learning modality and retention rate of students within 24 h

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Inquiry based learning covers a range of approaches to
learning and teachings activities
Creating questions of their own

Obtaining supporting evidence to answer the question(s)

Explaining the evidence collected

Connecting to the knowledge obtained from the investigative process and

Creating an argument and justification for the explanation

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In inquiry based learning, the meaning of knowing has shifted
from being able to remember and repeat information to being
able to find and use it. In depth thinking.

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Three basic characteristics of inquiry based learning in a particular
classroom when teachers deliver biology lessons as per the given
curricula
 Students come to the classroom with preconceptions

 about the world and teaching practices, must draw out and work with

their preexisting understandings of biology that make them to think.

Competence
 requires factual knowledge of biology organized around conceptual

frameworks to facilitate knowledge retrieval and applications for

classroom activities designed to develop understanding of biology
curriculum (content and concept)in depth and application
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 Meta cognition or thinking about thinking helps students to take control

of their learning, create opportunities to define learning goals and monitor

their own understanding to be embedded into classroom tasks

 As compared with more traditional delivery modes of teaching and

learning that focus only on pre-existing knowledge or skills, inquiry

remains open to the yet unknown process and activities.

   In generally inquiry approach is significant to understand biology in

depth,
 e.g. What make difference the growth of two plant at same place?

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Benefits of inquiry based learning for students
 Allows students to develop a more flexible approach to their studies by

giving them the freedom and the responsibility to organize their own
pattern of work within the time constraints of the task in biology
 Develop subject of interest or biology

 Learners can expand what they have learned by following their own

research interests of biology topics

 Help for original thought that contributes for larger research projects,

papers and publications

 It encourages students to deal with changes and challenges to

understandings
 It supports in planning, conducting and writing reports on biological

investigations
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Benefits of inquiry based learning for teachers
 Develop problem-solving capacity, critical thinking skills and disciplinary

content

 Promote the transfer of concepts to new problem questions

 Build the ability to guide on how to teach and self-directed learning skills

 Develop competencies in the subject matter of biology lessons/courses ,

 Understand that inquiry based learning helps the learning process to bring

needed changes in students’ behavior

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Criteria for successful inquiry based learning biology
 Start with a guided exploration of biology topics as a whole class
 Proceed to student small group inquiry about an open-ended and
debatable issues
 Encourage students to ask biologically relevant and socially significant
questions
 Guide students to work in groups to achieve diversity of views of our
world
 Let students to predict, set goals and define outcomes
 Encourage students to find or create information and look for biological
patterns
 All the students to arrive at a conclusion, take a stand and take actions

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Learning biology lessons require the following key components
 Prior knowledge of students , e.g. experience of learning table, lab

 Providing background information: something about the new topic

 Defining outcomes: teacher expected from students at end of lesson

 Establishing a general topic or inquiry: A broad problem question or

topic provides students with a general focus for selecting more specific
inquiries
 Students’ team work conducting

 Support technology: empower students to coach and train one another

within their teams through power points, website usage, art design and
product creation
 Reflect on what worked, what didn't and what should be tried again
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Criteria for problem question selection
 Is my question personally relevant and socially significant?

 Are the students truly interested in the question?

 Is the question researchable?

 Is it large enough to find information & small enough to be

manageable?
 Is it an issue that can be argued for or against?

 Is it open ended, contended with multiple perspectives and possible

answers?
 Are data available for problem?

 Is it objectively addressable & relevant to the discipline aimed to be

studied?
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The quality of teaching process
 Do teachers prepare themselves, instructional materials and resources

ahead of the instructional time?

 Are educational facilities (classrooms, seats, writing tables, chalks ,

markers, dusters, charts, models, lab and apparatus) available?

 Is the contact time with students well organized, & planned?

 Are there opportunities (in or out of class) for students to practice the

skills embedded in subject goals?

 Are there creative or effective uses of contact time that could improve

student understanding particularly in biology lessons?

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The quality of understanding of students
 Are there obvious changes in biology lessons that could improve

performances?
 Are the forms of evaluation and assessment appropriate to the stated

lesson outcomes?
 Is the learning style employing inquiry based or traditional forms?

 Is there practical involvement of learners in the style of learning?

 Are prescribed portions of the curricula completed or omitted in

accordance with subject content?

 What about the class size of students? Is it appropriate for effective

teaching?

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  What is the role of a school for the quality of education ?

The quality of schools (institutions)

 Has anyone of the academic staff made a sincere effort to ensure that

students achieve the goals of the subjects?

 Has anyone of the teachers identified any meaningful relationship

between what she/ he teach and how students perform?

 Is there evidence that any of the teachers has changed teaching

practices based on past teaching experiences?

 Are heads and supervisors at help to solve the problem of ignoring

failure in educational processes?

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Student-Centered Mode of Teaching Biology
 It is applying learning by doing approaches, which deals with student-led

and teacher-guided mode of lesson delivery in teaching biology

 It includes everything that make students active in doing, writing exercises
and complex group work

The importance of active learning in lesson delivery includes:-

 Students participate in goal setting

 Activities are problem-centered and student-driven

 Assessment is continuous and supportive with prompt feedback

 Teaching is developmental rather than directive and representational

 Creating rapport and encouraging participation

 Discussions are facilitated

 Getting students to talk to and argue with each other 29

Feedback
Active learning
Learning by doing
Participatory learning

Hands on and hands on learning

Experiments
Demonstration
Discussion

Passive learning
Merely listening to lectures
Doing nothing during activities
Tardiness in the class

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Experiment Based Teaching Biology

It is the processes of findings or reaching results by attacking

problems in a number of definite steps
Scientific steps in problem solving:
Problem identification,

Hypothesis proposed for testing the problem

Experiments devised to test the proposed hypothesis

Data collection,

interpretation and conclusion

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 Biology is a practical science.

 Good quality, appropriate biology experiments and investigations are

keys to enhance learning that are bases for clarification and

consolidation of theory into practices.

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General laboratory safety rules
 Punctuality is the sole of life and each student must be punctual, work

industriously and completed tasks on time

 Smoking, eating and drinking should be avoided in the laboratory

 Laboratory manual

 Hands should be washed with soaps before starting the work and leaving

the laboratory after works.

 All inoculation needles should be sterilized before and after uses

 Contaminated slides, cover slips, swabs or the like should be collected on a

disposal vessel.
 All accidents such as cuts, burns, pricks should be reported to the instructor

 All laboratory exercise should be read before coming to each session

 All equipment should be cleaned and setback after uses

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Principles and steps of lab based experiments(more
teachers concern)
oSelf-preparation Lab safety rules
oRight explanation
Starting lab experimental works
Handling instruments
Explaining observations
Writing reports

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Organization of a Biology Lab Experiments
Laboratory techniques are the sum of procedures used on
biology in order to conduct an experiment following scientific
methods

Figure .Structure of a modern laboratory

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Hands on Minds on Experiments
Hands on- minds on activities deal with a newly emerging vision of

learning biology through experiments (acquired knowledge & skills via

practice)

Fig. Hands on - minds on activity 38

 Feedback

 Hands on is learning by doing activities and when minds on,

the student is thinking of what he/she is doing.

 In practice, hands on and minds on learning is demonstrated

in lab and research activities.

 The importance of hands on and minds on is linking mental

ability with learning activities or physical works.

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Laboratory based teaching biology

Fig. Laboratory teaching method

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Laboratory diaries in teaching biology(notebook for record)

Feedback: A student lab diary template

Name of students: ___________________ ID No. ________Date____________
Lab activity number: ______________ Title: ___________________________
Tasks: __________________________________________________________
Activities: _______________________________________________________
______________________________________________________
______________________________________________________
Results gained: __________________________________________________
___________________________________________________

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Projected Based Experiment
It is another experimental mode of lesson delivery, & Basic principles of
project based experiments are:
 Learning by doing
 Learning by living
 Learning through association, cooperation and activity

The common to all researchers possibly be through steps:-

 Providing a situation
 Choosing and proposing
 Planning of the project
 Executing the project
 Judging the project
 Recoding the project is also essential

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Field Study Based Experiment
Engages students to practical activities such as survey and census of

plant and animal populations

To make experiments using collected data in the field, the approach

may be organized into a series of teaching, demonstration and field

exercises 

Field work data collection and sampling in teaching biology

lessons include:=
Measuring plant abundance, frequency and cover
Measuring tree diversity and dominance
Counting animal populations

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 CHAPTER TWO
Instructional Materials & Resources in Teaching Biology

At the end of this unit, the students will be able to:

 Define instructional materials and resources in teaching biology

 List types of teaching aids and their importance

 Describe biological laboratory safety rules, apparatus and activities

 Exercise micro-teachings using instructional materials and

resources
 Use microscopes, lab apparatus and demonstrate teaching biology

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Instructional Materials
 Are all materials designed for uses by students and teachers as
learning tools to acquire skills or knowledge and develop the cognitive
processes of students

 Learning style theory refers to the different ways of learning of

individuals that includes four distinct styles called feeling, watching,

thinking and doing

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Note:- learning
theory describes how learning takes place
whereas an instructional theory prescribes how to better
help students learn
Terms used to describe styles and learning theories

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Contribution of Educators in Developing Instructional Materials
Reading assignment their contribution
 Socrates , Aristotle, Plato, John Locke ,Etienne B. de C., John
Dewey , Jean Piaget , Benjamin Bloom , Malcolm S. ,Knowles

Instructional materials should specifically address:

 Timely renovation and adoption

 Technology based resources

 Early identification of students with disabilities to modify instructional

materials in order to meet their need

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Instructional technology:- both theory and practice aid materials are
design in concern of technology such equipment are used as a learning
resource,
 include software programs, video disks, compact disks, optical

disks, video and audio tapes, lesson plans and data bases used in
teaching biology lessons connected to pertinent destinations

Educational technology:- is the study of ethical practices to facilitate

learning and improve performances by creating, using, and managing
appropriate technological processes and resources“ or both physical
hardware and educational theoretic(teaching env’t , professional quality)

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Instructional Resources in Teaching Biology
 It make the lesson attractive to the students, motivate them to learn and

thereby arrest their attention too

Teaching aids in form:-

 Direct sensory contact: real objects and models,

 Pictures and charts: printed or drawn matters

 Oral or printed words: scenery/ surrounding expressions written

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Advantages of using teaching aid
 Teaching aids help the teacher to get the attention of her/his students,

 Creating the interest of students in the topic and activate the mental

process of students,
 The students get first hand experience in visualizing some concrete

things, living specimen and actual demonstration or experimental works,

 Have a clear conception of ideas, information, facts and principles,

 Teaching aids help students in understanding some complicated and

difficult concepts,
 Develop a scientific attitude and training in scientific method

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Types of Teaching Aids
 The concept of teaching aids has five types that one could apply in

teaching biology, including Visual, Aural, Audiovisual, Activity & Memory

aids

Visual(video camera)

Read it
Advantages of
vision visualizers

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Fig.Visual aids usable in teaching biology
Aural aids
 Are broadcast talks, gramophone lectures and tape recordings, which are

used for special needs in the situation where conditions require to use in
any teaching process
 Audiovisual aids

 Are the uses of two of our senses that are “hearing and seeing” and

classified as Televisions and optical aids

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Activity aids
 Are science museum, nature study garden and science fairs that could

be helpful to show the students in relation to the lesson taught

Memory aids
 Are activities (short dramas, acts, demonstrations, discussions, report

presentation etc.) or tools that support to build the retention or recalling

capacity of students

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Principles of Using Instructional Materials in Teaching Biology
It describe ground rules on how to implement and what to use in teaching

biology lessons.

It principles including : -
Planning, preparation and practical use of instructional materials for

biology lessons
Designing relevant instructional resources & applications in teaching

biology
Setting classrooms, adequate textbooks and related materials and

Preparation and uses of pertinent assessment and evaluation of

performances of learners

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Reading assignments
Principles of using teaching aids and resources= relevant, actual

specimen, exact, accurate and real as far as practicable…etc

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Construction and Innovation of Instructional Materials
It is preparation of all required teaching materials and resources to

embark teaching.
 It deals with lesson planning, teaching aids designing, preparations

of reading materials, consistency and timely innovation to the required

levels and standards

Lesson Plan Construction

It is a teacher’s detailed description of the subject or course of instruction

for one class to teach specific topic of a lesson

It consists of both the subject matter and methodology

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 Advantages of lesson planning

In biology lesson delivery, point to be consider

Objective: anticipated outcomes of learning to be fulfilled

Content: biology lessons to be covered within the prescribed time

Method: the most appropriate strategy of lesson delivery chosen and

made suitable to teach biology lessons with relevant teaching aids and
supplementary materials

Evaluation: assessments to find out to which extents designed objectives

are achieved 61
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Mode of lesson delivery of teaching biology should focus on:
Introduction: Motivation, review question and introduction of the new
lesson

Presentation: Lecture-demonstration, discussion, experiment and

association

Recapitulation: Generalization, questioning, discussion, investigation

and expression

Assessment: Discussions targeting objectives and checking what

students learned

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Homemade VS improvised(unprepared) apparatus in
teaching biology

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Student roster preparation in teaching biology
A student roster is a list of students with pertinent performance scores
as a result of both assessments and evaluations in a particular grade level
marked for each students through the year. …. specific grade level for each
semester (one and two) separately and finally the average of the two is
made at the end of each academic year

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 CHAPTER THREE
Introduction to Effective Techniques of Teaching Biology
 Teacher should be a model to develop interest of students

Effective teaching;- crate suitable environment during learning &

teaching process(Gender, class room, ground rules, diversity, approach to
students ,responses, guide/direct, making the class cooperative and
supportive)

To be effective it need practice from teachers(micro teaching or peer

teaching)
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Approaches of teaching secondary school biology lessons

Lecture method of teaching

 Teacher is sources of information & controlled stages

 Passive, need preparation for the whole session

 Teaching aid & concern of background/gender

Fig. Lecture method of teaching

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Photo by Sutuma Edessa (November 2012)
Lecture-demonstration teaching methods
Combine /parallel lecture & practical aspect including questionnaires

Fig. Lecture-demonstration methods

Demonstration method in teaching biology is based on the principle of fact,
which is always true and reality

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Point to be consider during demonstration:
Proactive (materials, ready ahead)

Apparatus should have to be big enough to be seen by the whole class

A clear procedure and demonstrations …to the students.

Participatory

Demonstration… quick and slick

Teacher must be sure of success of the experiment to be demonstrated

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Heuristic teaching method
It is a pure discovery method of learning biological sciences (not relay

on teachers), only show direction for students

Enabling a person to discover or learn something for themselves

Solve problem, solely lab-based

Students …learn from their observations and experiments

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Assignment teaching method
 Assignment method is the best approach that suits for teaching biology.
Because this method involves harmonious combination of teaching and
documentation of students’ performances and individual laboratory work
activities demonstration in progress charts
 It is an instructional technique comprises the guided information, self
learning, writing skills and report preparation among the learners

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Concentric teaching method
It is implies widening and extending knowledge

 It begins from a nucleus, then, the circles of knowledge go on widening

year after year(from simple to complex over year)

Topics distribute at the beginning of the year(not one time study)

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Unit method of teaching
 It is a purposeful learning experience that focuses on some socially
significant understanding, which modifies the behavior of learning and
adjust to a life situation more effectively(shaping student/exposure…to
activity)

Characteristics of unit teaching method

 It is an organization of activities around purposes

 It involves students in learning process and has content significance

 Students can cope with new problems and situations competently

 It emerges from past experience and lead to broader interests

 Provide scope for using variety of materials and activities

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Historical method of teaching
 Linked to history
 Microscope- Microbiology

Discussion method of teaching

 It used for those topics in biology or sciences, which cannot be easily
explained by demonstration or other techniques. It could be about a
certain specimen or model or a chart. The topic should be announced to
the students well in advance with brief introduction on the contents of the
topics and suggestions with reference books or materials to be read for
discussion.
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Fig. Teacher guided discussion teaching method

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Inductive-deductive methods of teaching
Inductive method
 From concrete to abstract, particular to general, simplex to complex broad

rules. E,g. Blue litmus paper hydrochloric acid turns red. Also for others
acid

Deductive method
 Opposite of inductive method

 From abstract to concrete and from complex to simplex ways

 Teacher announces and exemplify the topics of the day/formula/rule

 Students are deduced or analyzed by the application of established

formula or law of experimentation

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Reading as a method of teaching
 Reading assignments

 In biology, reading as a teaching method will be helpful when students

read given texts or case study and retell for further discussion

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Effective techniques of teaching & classroom management
 It deal with orientation and guidance on how to embark/get on lesson
delivery, modalities and how to come up with proficiency and competence
in the classroom.

 As a teacher, you should apply the following strategies:

Create a positive classroom climate on the very first day

-Confidentially, mange the class, positively approach to students,
democratic, respecting

Address problems before they escalate/rise

-Tackle against discrimination

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Be competent and professional
 Be knowledgeable and skillful, transparency, take feedback
Maintain Personal and professional boundaries
Abstain from unnecessary relationship
Seek professional guidance
Give guidance, rules and instructional materials
Disseminate knowledge
Teaching is to deliver reasonable information and ideas that are
conveyed/express and up-to-date
Develop the ability to use ideas and information
The capacity to use ideas and information involves moving beyond
comprehension and range of applicability (where, when and how it is
appropriate to use).

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Develop student’s ability to test ideas and evidence
 The mission of teaching biology requires the ability to test ideas and

evidence, which is significant for transferable skill

Develop the student’s ability to generate ideas and evidence

 It is a complement to develop creativities in both sides of teaching and

research promotion of biology teaching

Develop the capacity of students to plan and manage own learning

 It is important to motivate and guide students to build the capacity of

properly designing, adjusting, testing, planning, managing and using the

given time budget and place while conducting learning

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Effective Techniques of Teaching Secondary School Biology
 Biology lesson delivery takes place when the subject matter is presented in a
conducive, integrated and correlated and related manner to the environment
of learners
 By using instructional materials and resources that facilitate to work
collaboratively
Assignment on Effective Techniques of Teaching Secondary School
Biology(grade 9(I), 10(II), 11(III), 12(IV))
 Take any topic from biology text book of respective grade, and prepare

wonderful presentation
 Develop lesson plan

 Apply appropriate effective teaching methods and techniques of biology

 Correlate to actual environment is appreciating (instructional materials)

 Just consider your classmate as your teachers, while your preparation

 Dead line of presentation August 25/2018

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Fig. Research on yield of Sorghum Fig.Hard exercise(biology and health)
Teaching Biology and Technology

Fig.Save the environment by planting trees

84
 Fig. Helical structure of DNA
Fig. plants making food

Fig. Human body evolutions

85
 CHAPTER FOUR
Assessments Techniques in Teaching

After completing this unit, the students will be able to:

Apply proper techniques of measurement and evaluation set criteria for

preparation of examinations or tests

Evaluate skills and abilities

Prepare roster and rank students academically

Identify the types of assessment in biology class

Describe the different types of assessment in biology teaching

Design constructive alignment and test blue print in biology

86
Assessments in Teaching Biology
Definition and Purpose

Are parts of instructions and judgments on the proficiency of

learners( determine performance) or judgment on performance of students

Purpose

is to address issues of measurable standards in the studies of a

theoretical or empirical nature of biology learner’s aptitude, preparation,
motivation, & achievements of satisfaction in d/t educational contexts

88
Assessment could be:-
Initial assessment:- referred to as pre-assessment or conducted prior to
instruction or intervention to establish a baseline from w/c individual
student’s growth can be measured

Formative assessment:- referred to as …generally carried out throughout

a course or project… used to aid learning

Summative assessment is carried out at the end of a course or

project…… used to assign students a course grade and are evaluative

89
Purposive of formative assessments are to:
Provide feedbacks for teachers to modify subsequent learning activities
and experiences

Identify and remediate group or individual deficiencies

Move focus away from achieving grades onto learning processes in order
to increase self-efficacy and reduce the negative impact of extrinsic
motivation

Improve students' meta-cognitive awareness of how they learn

Recognize assessment as a center to classroom practices

90
Summative assessments:- are typically used to evaluate the
effectiveness of instructional programs & services at the end of
academic year or at a pre-determined time

are used to determine if students have mastered specific competencies

& to identify instructional areas that need additional attention

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Comparison of formative and summative assessments

Formative assessment Summative Assessment

Anecdotal records/ short Final examinations

description/story/discussion
Quizzes Statewide tests

Diagnostic tests National tests

Class works assessments Entrance exams

Essays District benchmark or interim

assessments
Lab reports End of unit or chapter tests

93
Assessment Techniques in Teaching Biology

Performance assessments(similar to summative, focuses on achievement

 different from classical tests

 Proficiency performance demonstrate in a number of ways including

portfolio information, assessment-center exercises & personal interviews

 Assessment-center exercises are both written examinations &

simulations exercised in the activities written analysis of a case study in

classroom
 Personal interviews permit the assessor or teachers to explore in depth

areas of teacher education not fully developed in the portfolio or included

in assessment center responses.

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Continuous assessment
It is the educational policy in which students are examined continuously

over most of the duration of their learning

can take the form of daily assessment works such as:

simple tests, essays, Quizzes, presentation and participation in class,

projects, term papers and practical activities (laboratory work, fieldwork,

clinical procedures, drawing practice).

96
 A template chart for recording continuous assessments

Semester I Semester II

Continuous assessments Continuous assessments

Name 1 2 3 4 5 100 1 2 3 4 5 100

of
studen
t

97
Peer assessment
 is a process whereby students or their peers grade assignments or tests

based on a teacher’s benchmark

employed to save teachers time and improve students' understanding of

course materials as well as improve their met cognitive skills

is an interactive and dynamic process that involves learners in

assessing, critiquing and making value judgment on the quality and

standard of work of other learners

98
Peer assessment and prompt feedback of the teacher

99
Assessment of Lab and Experimental Work
Can be conducted on various types biological and other conditions of

nature to find out naturally existing facts

to show relevance and illustrative key principles of how biology works

promotes the sharing of skills and experiences of making experiments in

the classroom and includes information and guidance for the rest

100
experiment conducted on viewing and comparing the stomata
from 3 different leaves.

Internal structure of a leaf

102
Portfolio assessment
The term portfolio is originated from Late Latin (portare = to carry and

folium= sheet of paper)

Or a flat portable case, made of leather for carrying loose sheets of

paper, manuscripts and drawings or a briefcase that bound a collection of

materials in a single folder

105
 Career portfolio: is a collection of materials or documents, which are

representative of academic career and personal development

 Working portfolio: is a simple file folder containing the entire student's

work, helpful when used in conjunction with the evaluation and which
must be stored as an important document too
 Student portfolio: systematic collection of student work (reflections

and self-evaluations, judging the quality of the work) and related material
that depicts a student's activities, accomplishments and achievements in
one or more school subjects.

process (record student progressive of growth), product portfolio that

demonstrates mastery of a learning task or contains only the best work.

106
 Assignment

Activity: Self-testing task

1)Prepare your own portfolio.
2)Present the portfolio to your class for
exchanging ideas and sharing experiences.

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Construction of Evaluation Techniques in Teaching Biology
 Evaluation is an central part of the teaching & learning process that deal

with the continuity of measurement on how far the learners proceeded with
the learning objectives(ob; achivement)
 Teaching, learning & evaluation are the three corners of the education

systems t/t often focus on reliability, validity, process, evaluation & time
 Evaluation is a cumulative record of learners’ achievements earned that

learning activities, quizzes, tests, examination & timely set criteria

 learning & evaluation links to behavioral changes(observable &

measurable performances, but not only for numerical or alphabetical

rating for report cards
  

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 Forms of assessments:-
Objective assessment is a form of questioning, which has a single
correct answer.

Subjective assessment is a form of questioning, which may have more

than one correct answer (extended response questions &essays).

Subjective types of questions are classical modes of assessment

whereby students are expected to define and explain substances in clear,

precise concept and easily understandable language

learners become perfect and professionals if properly applied

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 Criterion-referenced assessment is typically using a criterion referenced

test as the name implies, occurs when candidates are measured

against defined criteria often used to establish a person's competence

 Norm-referenced assessment is known as grading on the curve

 Typically using a norm referenced test is not measured against defined

criteria, but is a way of comparing students effectively.

 May vary from year to year, depending on the quality of the cohort

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Criteria for setting good examination
 consider the following points :-

Examination framework

Learning outcomes

Assessment standards

Gender issues and resources

Determination of marks allotted for each questions &

Brainstorming students by asking different kinds of related questions

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Designing and constructing tests
 Designing and constructing tests in biology lessons can be through either

formal or informal evaluation;-

 Formal evaluation implies written documents such as a tests, quizzes or

paper, which are given for a numerical score or grade based

performances

 Informal evaluation usually occurs in a more casual manner and may

include: observation, checklists, rating scales, practices, performance,

portfolios, participation, peer, self-evaluation & discussion.

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What are the differences between validity and reliability?

Activity: Self-testing
1)Design and construct criteria for setting good
examination.
2)Construct a test containing 10 multiple choice questions
for grade 9 biology.

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 The composition of written exams and tests is tended to embrace

three levels of questions that could measure all types of abilities found
in a class.

About 50% of the marks of the questions should be for relatively straight
forward materials and should be answerable by any student who has
attained the essential learning outcomes.

About 25% of the marks of the questions should be for difficult

materials that only potentially first-class students are expected to
answer well.

The remaining about 25% of the marks of the questions should be for
easily answerable materials that very weak students could enjoy.

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 Assignment evaluation may consist of written or oral determination

on activities of students in biology learning and specified in accordance

with the rules of continuous assessments.

For example: A trainee’s assignment can compose of:

Class activities and participation 10%

Teaching practice and demonstration 30%

Portfolio assessment10%

Write up of project or action research 10%

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 Evaluation of functional skills includes:

Understanding of concepts, principles, generalizations & facts of biology.

Problem solving skills such as defining problems, proposing hypothesis

and techniques required for the solutions.

Scientific attitudes, interests and appreciations such as open mindedness

and humanity.

Note:- tests such as recall, recognition, multiple choice & others are used
to evaluate the functional skills of US biology lessons.

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Feedback: Test construction
1)Recall tests: Involve asking questions to bring back information to
mind to which learners are suddenly exposed.
2)Recognitions tests: Deal with statements seeking true or false
answers (judgment).
3)Multiple choice item tests offer several alternative choices from
which one correct answer is selected.
4)Matching tests: Recognition tests requiring ability for choosing
concepts going with each other.

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