Innovating Methods in the Assessment of Chemical Cognitive Competence in Teaching the Halogen Group

Abstract

Chemical cognitive competence plays a fundamental role in applying acquired knowledge and skills and in exploring the natural world from a chemical perspective. Innovation in assessment methods for chemical cognitive competence contributes to enhancing the quality of teaching and learning, thereby promoting the development of learners’ competencies and attributes. This study aims to develop and propose innovative assessment tools for evaluating chemical cognitive competence in teaching the Halogen group. A descriptive survey was conducted with approximately 40 chemistry teachers in Hanoi using a structured questionnaire, and the data were analyzed through descriptive statistics. Based on research on competency-oriented assessment, and in accordance with the principles and procedures for developing assessment tools for chemical cognitive competence as well as the manifestations of this competence, the research team identified the criteria and levels for assessing chemical cognitive competence according to specific criteria. The system of criteria for assessing learners’ chemical cognitive competence is structured into three levels, reflecting a clear progression from basic recognition to higher-order thinking. The study proposes principles and a procedure for developing a set of assessment tools to evaluate chemical cognitive competence in teaching the Halogen unit. Overall, the proposed framework offers a practical and transferable model for strengthening competency-based assessment and advancing meaningful learning in chemistry education.