Application of the criteria-based assessment system to the tasks of developing the functional literacy of students in teaching chemistry

1 Introduction

Modernity is advancing rapidly, and with it, the need to evolve educational processes. To build an effective educational system, it’s crucial to learn from countries that are actively reforming their methods of presenting material and assessing students. However, it’s equally important to train future specialists (chemistry professionals) at a high level using unique methods tailored to Kazakhstani higher education institutions to achieve economic success. Prastiwi and Laksono (2018) highlight stress resistance, the ability to process and analyse large amounts of information, and critical thinking as essential skills for a qualified specialist. In an era of constant information and discovery, considering all factors that affect work productivity is vital. Most companies seek specialists who can drive innovation and retain customers, and at the state level, development depends on the adaptability of state structures and continuous legislative reforms.

Lin and Chang (2022) emphasize the importance of maximizing student engagement and fostering their desire to learn. A significant challenge lies in accurately monitoring knowledge and the success levels of a group. C. McGrath et al. (2021) found that most teachers face difficulties in the grading process due to potential biases and tasks that only partially cover student requirements or focus solely on memorization rather than practical application. S. Celik (2014) noted that low functional literacy among students is influenced by a combination of factors, including the low functional literacy of teachers. S.S. Fahmina et al. (2019), studying the chemical literacy of high school students, concluded that it is insufficient to meet general educational requirements and does not enable students to apply this knowledge effectively in various fields and daily life. The shortage of specialists can negatively impact a country’s economic growth rate, making it imperative to implement reforms aimed at modernizing outdated systems and changing destructive patterns in the educational process.

The purpose of the study is to investigate and implement a three-dimensional methodological teaching system to enhance the functional literacy of students in the theory of solutions in chemistry in higher educational institutions. The three-dimensional methodological system is an organized educational model designed to improve students’ functional literacy by systematically and hierarchically structuring the learning process (Sasson, 2019). The purpose of this system is to facilitate students in acquiring proficiency in educational content, ranging from basic to advanced levels. Simultaneously, it aims to alleviate the burden on teachers by simplifying the task of assessing knowledge and generating test assignments.

2 Methods

3 Results

Education is a dynamically evolving process that extends beyond the simple dissemination of information. Effective education should fundamentally cultivate students’ capacity to engage in critical thinking, apply acquired knowledge in unfamiliar contexts, and make well-informed judgements. This objective is accomplished by guaranteeing that students are actively involved in the process of learning, rather than merely receiving information passively. The core idea is that students should maintain their cognitive engagement in the search process, irrespective of the techniques employed to address cognitive challenges (Sagat & Nurzhanova, 2020). Consequently, educators should abstain from merely offering solutions or detailed instructions, but rather facilitate students in exploring and cultivating their own problem-solving approaches. This methodology not only improves students’ comprehension but also equips them for practical obstacles, where the capacity to think autonomously and adjust is essential (Table 1).

The foundation of effective education, as outlined in Table 1, rests upon four fundamental criteria: knowledge and comprehension, practical application, analytical thinking and investigation, and communication and review. These criteria serve as the foundation for structuring curricula and instructional approaches that foster the comprehensive growth of students (Mahmud et al., 2018; Shwartz et al., 2006). In the realm of chemistry education, specifically in the domain of redox reactions, these criteria can be effectively incorporated into a pragmatic learning methodology (Table 2).

During the course, students are introduced to various topics to gain comprehensive knowledge about solution properties and inorganic compounds. Students can monitor their performance through an electronic journal and personal progress diaries (Table 3).

Initially, students encountered challenges with the new learning system due to its substantial divergence from their previous experiences. However, with time and adjustment, students came to appreciate the advantages of this paradigm. They began to actively maintain their diaries and record their results (Table 4).

The implementation of this dynamic and interactive educational approach has demonstrated significant promise in enhancing students’ learning experiences. By emphasizing the acquisition, comprehension, practical application, analytical thinking, inquiry, communication, and evaluation of knowledge, educators can foster a holistic development of students’ cognitive abilities.

The performance evaluation system allows students to actively monitor their progress and adapt their learning strategies accordingly. Despite the initial challenges of transitioning to this new system, the long-term benefits in terms of analytical thinking, problem-solving, and self-directed learning are substantial. This approach not only readies students for academic success but also provides them with the necessary abilities to effectively handle real-life obstacles in their future professions and personal domains.

4 Discussion

The importance of educational and practical application of the structuredness of the studied material in everyday life is one of the main aspects responsible for motivating students to learn. Giving priority to the above principles subsequently greatly simplifies the preparation of a functionally competent student (Yandriani et al., 2021). Cooper (2020) has demonstrated the ways to successfully integrate a three-dimensional learning model for mastering the basics of chemistry. Also, studies by Stowe et al. (2021) were based on the formation of an idea of the correct monitoring of knowledge within the framework of chemistry education. Their scientific group noted the one-sidedness of mastering the material, when students had difficulties in applying the theoretical foundations in practice.

Juurlink et al. (2022) showed that the hierarchical structuring of the methodological system, including all of its proposed components, forms a high level of functional literacy of students and serves as a good foundation for developing a modern educational platform. This technology is called “three-dimensional methodical system learning technology”. “Three-dimensionality” indicates a multi-level structure, where the presence of each component is necessary, as noted by Taber (2013), namely: goals, content, method, form and means of education. The traditional “knowledge” of education is only the first rung on the “ladder of development” for students. According to the research of Sasson (2019), such a hierarchy not only creates the components of a methodological learning system but also allows one to perceive motivation, activity, knowledge, learning quality, and learning process, as well as one’s cognitive activities. The following points can be called features of the technology: systematic assimilation by students of educational material from simple to complex; so that the result can be measured, the organization of the learning process in the form of a competition; obtaining a qualitative comprehensive assessment of knowledge; creation of favourable conditions for the use of developing and teaching methods (Santos de Aquino & Carneiro-Leao, 2019).

For secondary school students in preliminary studies, the change in the assessment system and daily monitoring of knowledge helped not only increase their interest in studying disciplines but also motivated teachers to get involved in the learning process (Sagat & Nurzhanova, 2020; Sjostrom et al., 2020). A similar approach is also important for older students, although the measure of its influence will be somewhat different, since with age, awareness of obtaining new information and the distribution of time allocated for learning occurs more rationally. Taking into account the above, one of the mechanisms for its successful implementation is the need to technologize the educational process, as Cutrim and Araujo (2021) noted in their paper.

Lin and Chang (2022) noted that when using a three-dimensional learning system, students are more willing to interact with peers. Surveys also showed that the level of students’ interest in the subject increased significantly. This scientific group did not establish how much the method helped to increase the overall level of academic performance of the participants in the experiment. Correct objective assessment can help not only to identify the disadvantages and advantages of the tools that are used during the educational process but also to visualize the dynamics of the impact of reforms on established traditional canons. The content of modern education is determined by the priority of the principles of “accessibility”, and “scientific character” and taking into account the age characteristics of students (Freire et al., 2019). These principles are necessary, but scientific character should be avoided, complicating access and content in the form of ready-made information, because such educational content does not allow students to learn online (Bernholt et al., 2018). With such content, it is impossible to create a new education standard based on the concept of transition from “information knowledge” to “competencies”, the development of students’ functional literacy and the introduction of a criteria-based assessment system. Therefore, the principles that determine the content of education should be reformulated by the experience of modern world practice. The important points include (Clinton, 2022; Indah et al., 2020):

1. The principle of compliance by students with the need to learn as a result of their own active cognitive activities. Without it, it is impossible to organize an interactive learning process.

2. Compliance with the requirements of the taxonomy of developmental education and goals. Such content allows developing education and objectively assessing the quality of education according to certain criteria.

3. The principle of taking into account the didactic possibilities of information and communication technologies. Without this principle, it is impossible to implement the idea of e-learning. At present, most textbook authors are not aware of the didactic capabilities of a computer. In this case, the creation and use of an electronic textbook in the educational process is tantamount to adding a new add-on to the old base.

The importance of the criteria-based assessment for each of the subjects will differ depending on the goals set:

For educators:

1. Formulate criteria leading to qualitative results;

2. Obtain information that allows differentiating actions and plan for the future;

3. Improve the quality of education;

4. Plan the amount of learning for each person, taking into account the individual characteristics of a student;

5. Use different evaluation methods;

6. Make suggestions to make the curriculum accessible.

For students:

1. Use various teaching methods that increase cognitive abilities and the level of thinking;

2. Understand the evaluation criteria leading to success;

3. Get feedback while evaluating oneself and others;

4. Develop the ability to think critically, speak freely, demonstrate knowledge.

For parents:

1. Get acquainted with the evidence of the quality of education of a child;

2. Monitor academic progress;

3. It provides an opportunity to receive recommendations to support learning.

The development of technology has contributed to the introduction of such an innovation as artificial intelligence into the educational process. As noted by D. Marchak et al. (2021), the advantages of this method include the possibility of using it during remote learning, as well as the involvement of teachers in the creative process, the ability to diversify the way the material is presented. Such implementations require educational reforms and cannot be applied locally. Also, the lack of basic knowledge about artificial intelligence, the principles of its work and ways of application among teachers will not contribute to the popularity of this method. Modernization of educational approaches should occur gradually and find approval among all participants in the educational process. Then such a technique will show high efficiency and will contribute to the growth of the quality of education and the level of training of future specialists (Nurliani et al., 2021).

This study and discussion show that the three-dimensional methodological teaching system improves chemistry students’ functional literacy. Students’ chemical understanding and application have improved with the structured approach, which hierarchically presents educational materials and evaluates knowledge. The three-dimensional model with three complexity levels helped students learn from basic to advanced levels. The systematic approach simplified teacher assessment and gave students a clear path to understanding and applying chemical knowledge. Individual workbooks and progress diaries helped students track their progress and adjust their learning strategies.

Traditional teaching methods emphasise memorisation rather than application, but the three-dimensional system addresses this. Modern education emphasises systematic assimilation, qualitative assessment, and positive learning conditions. The discussion also emphasises the need for functional literacy and critical thinking education reforms. The three-dimensional methodological system improves students’ academic performance and prepares them for future challenges by deepening their understanding of chemical concepts and their applications. The study and discussion show that the three-dimensional methodological teaching system improves students’ functional literacy in chemistry. This method improves academic performance and prepares students for success by teaching critical thinking, problem-solving, and self-directed learning.

5 Conclusions

In summary, the adoption of the three-dimensional methodological teaching system has shown considerable promise in improving the practical knowledge of chemistry students in higher education institutions. The implementation of this method, which hierarchically arranges educational materials and assesses knowledge using three levels of complexity, has not only streamlined the evaluation process for instructors but also offered students a well-defined roadmap to comprehending and utilising chemical principles. The implementation of individual workbooks and progress diaries has been effective in motivating students to actively track their progress and adjust their learning approaches accordingly. Despite early difficulties, the enduring advantages of this approach encompass enhanced analytical reasoning, problem-solving abilities, and self-directed learning, equipping students for both scholastic achievement and practical obstacles in their future careers. This discussion underscores the need to include functional literacy and critical thinking in educational reforms, underscoring the necessity of adopting a thorough and methodical strategy to update obsolete systems and enhance the standard of education.