ASSESSMENT CRITERIA AND A DIAGNOSTIC MODEL OF REFLECTIVE COMPETENCE IN BIOLOGY STUDENTS: THE CASE OF HUMAN AND ANIMAL PHYSIOLOGY

Abstract

The article addresses the comprehensive assessment of reflective competence in
biology students during Human and Animal Physiology instruction. The motivational-goal,
114 cognitive-analytical, operational-activity, communicative-evidential and reflective-corrective
criteria, their observable indicators, and reproductive, inquiry-based and reflectivetransformative developmental levels are specified. A multi-source diagnostic complex combining
a conceptual test, concept map, laboratory rubric, reflective journal, e-portfolio and
microteaching is proposed. Requirements for validity, reliability, inter-rater agreement, academic
integrity, monitoring and statistical analysis are substantiated. The model assesses not only
subject knowledge, but also the ability to analyse evidence, regulate learning strategies, revise
products and transfer knowledge to professional situations.