METHODOLOGICAL ASPECTS OF DESIGNING A COMPREHENSIVE SUMMATIVE ASSESSMENT IN CHEMISTRY
DOI:
https://doi.org/10.54662/veresen.3.2026.03Keywords:
assessment of learning achievements, comprehensive summative assessment, expected learning outcomes, groups of learning outcomes, State Standard of Basic Secondary EducationAbstract
This article examines the theoretical foundations and practical aspects of designing summative assessment tasks in Chemistry for students in Grades 7–9, aligned with the State Standard of Basic Secondary Education of Ukraine. The study substantiates the need for a systematic approach to assessing learning outcomes based on three key competency groups: understanding the natural world through scientific inquiry; processing, systematizing, and presenting natural science information; and developing an awareness of natural regularities, the role of science and technology in society, and responsible behavior for sustainable development. A structured algorithm for designing comprehensive summative assessment tasks is presented, which includes defining the content scope, selecting assessment descriptors, constructing a detailed assessment matrix, and developing diverse tasks across different cognitive levels based on the revised Bloom’s taxonomy. The study introduces differentiated assessment criteria aligned with subject-specific standards of the natural science domain and cognitive activity levels, aiming to enhance the methodological structure, validity, and objectivity of student evaluations. The practical application of this approach is illustrated through an example of a comprehensive summative assessment in Chemistry for Grade 7. Preliminary results from classroom implementation during the 2025/2026 academic year indicate the viability of the proposed framework and its alignment with the competency-based assessment requirements of the New Ukrainian School reform. The proposed methodology offers a practical resource for educators and curriculum developers to design valid, reliable, and transparent tools for monitoring student achievement in modern chemistry education.
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