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SYSTEMIC ASSESSMENT AS A VEHICLE TO ASSESS STUDENT ACHEIVEMENTS IN CHEMISTRY. By. Prof. FAHMY A.F.M. E-mail: [email protected] ; web site: www.satlcentral.com 1 st ACRICE –W-1 Addis Ababa Dec. 3-2013. INTRODUCTION.

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Prof fahmy a f m e mail afmfahmy42 gmail web site satlcentral

SYSTEMIC ASSESSMENT AS A VEHICLE TO

ASSESS STUDENT

ACHEIVEMENTS IN CHEMISTRY

By

Prof. FAHMY A.F.M.

E-mail: [email protected] ; web site: www.satlcentral.com

1st ACRICE –W-1

Addis Ababa

Dec. 3-2013


Introduction

INTRODUCTION

  • Systemic Assessment [SA] has been shown to be highly effective new vehicle in;

  • -Raising the level of students academic

  • achievements.

  • -Increasing equity of students learning outcomes.

  • -Improving students’ ability to learn by enhancing

  • the process of teaching and learning.

  • -Involving the student as an active candidate in

  • this process.


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Why Systemic Assessment (SA) ?

[1]It measures the cognitive structure from the

cumulative (quantitative) to the interactive

and tuned (qualitative).

[2]Assess students higher-order thinking skills in

which students are required to analyze,

synthesize, and evaluate.

[3]Measures the students’ ability to correlate

between concepts.

[4]Enables the students to discover new relation

between concepts.


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[ 5 ]Assess the students in a wide range of

Concepts in the course unites.

[ 6 ] Measures thesystemic ILO,s, beside separate

Linear ILO,s.

[ 7 ] Develop the ability to think systemically,

critically and creatively, and Solve problems.

[ 8 ] Being objective, realistic and valid.

[ 9 ] Very easily scored.


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Goal of Systemic Assessment:

- The main Goal of SA is to enhance, support and improve both teaching and learning processes via:

[1] Enable students to make feedback and feed

forward during their study of any course materials.

[2]Help students in making maximum connections

between Chemistry concepts, compounds,

and reactions.

[3]Enable students to achieve the highest standards

they able.

[4] Help teachers to use evidence of student learning to assess student achievement against goals and

standards of the courses and programs.

.

.


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Types Systemic Assessment Questions: [SAQ,s]

1-Systemic Multiple Choice Questions [SMCQ,s].

2-Systemic True, False Questions [STFQ,s].

3-Systemic Matching Questions [SMQ,s].

4-Systemic Sequencing Questions[SSQ,s].

5-Systemic Synthesis Questions[SSynQ,s].

6-Systemic AnalysisQuestions [SAnQ,s].


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Type-1: Systemic Multiple Choice Questions (SMCQs)

MCQs are the traditional choose one from a list of possible answers. However (SMCQs)are choose of one systemic from a list of possible systemics. Each systemic represents at least three chemical relations.


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a)

b)

Fe

Fe

dil H2SO4

Zn

Cl2/

H2SO4/ O2

heat/ air

Fe2(SO4)3

FeSO4

FeCl2

FeCl3

Fe

Fe

CO/

300C

O2/

Zn

O2/

(……)

(……)

CO

-400-700C

dil./H2SO4

FeO

Fe3O4

FeSO4

FeO

c)

d)

(……)

(……)

Put () in front of the correct systemic diagram

  • Examples:

  • Q1.The systemic diagram represents the correct chemical relations between (Fe) and its related compounds is one of the following:

Answer: (d) 


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Form (II):

Choose From Quadrilateral Systemics:

Put()in front of the correct systemic diagram:

Q2.The systemic diagram represents the correct chemical relations between (Fe) a nd its related compounds is one of the following:

Answer: (b) 


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Q3. The systemic diagram represents the following reactions sequence.

[Substitution –Substitution- Elimination –Addition-] is one of the following:

Answer:(a) 


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Type-2: Systemic True False Questions

[STFQ,s]

STFQ, sare well suited for testing student comprehension, synthesis and analysis, and require a student to assess whether the systemic is true or false.


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Na

Na

Na

Na

heat excess (O)

300C

Electrolysis

Molten))

Electrolysis

(Solution)

heat/

Air

heat /excess (O)

300C

Electrolysis

(Molten)

Electrolysis

Molten))

H2O

NaCl

NaCl

Na2O2

NaCl

Na2O

NaCl

Na2O

NaOH

HCl

NaCl

HCl

HCl

Put () in front of the correct systemics:

Form-I: Choose From Triangular SystemicS:

Examples:

Q-1:Which of the following systemics are true and which are false:

(a) (b)

(c) (d)

Answer : True systemics (b, d) (); False Systemics (a, c) (X)


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C6 H6

C6 H6

C6 H6

C6 H6

Cl2/FeCl3

heat

CHCl3 /KOH 

CHCl3 /KOH 

Cl2/FeCl3

heat

Zn dust/

heat

Soda lime /

Zn dust/

heat

Aq.NaOH/

C6H5CO2H

C6H5CHO

C6H5OH

C6H5Cl

C6H5OH

C6H5Cl

C6H5CO2H

C6H5CHO

KMnO4/Con.

. H2SO4

NaOH/Aq.

heat

NaOH/

Fusion

KMnO4/Con.

H2SO4.

Q 2-Which of the following systemics are true and which areFalse:

(a) ( b)

(C)(d)

Answer(2) : True systemics (b, d) () ; False Systemics (a, c) (X).


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heat/PCL5

C6H5COOH

C6H5COOH

C6H5COOH

C6H5COOEt

C6H5COOEt

C6H5COOEt

C6H5COOH

C6H5COCl

EtOH/Conc.

H2SO4/

EtOH/

KOH/

EtOH/

HCl/

NH3/Heat

Dil.HCl/Heat

Dil.HCl/Heat

Dil.HCl/

Dil.H2SO4/

eat

NH3/Heat

NH3/Heat

P2O5/

PCl5

P2O5/

LiAlH4

C6H5CN

C6H5CONH2

C6H5CN

C6H5CONH2

C6H5COCl

C6H5CH2OH

C6H5CONH2

C6H5CONH2

Form-II: Choose from Quadrilateral Systemics:

Examples:

Q-3 : Which of the following systemics are true and which are false:

(a) (b)

(c) (d)

)

Answer :True systemics (a, d) (); False Systemics (b, c) (X)


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CH3CH2Br

CH3-CH2OH

CH3CH2Br

CH3-CH3

CH3CH2Br

CH3-CH3

aq. KOH

Br2/ hv

Br2/ hv

alco. KOH/heat

aq. KOH

dil/H2SO4

H2/Ni

ZN/ Conc. HCl-heat

Her

CH3CH2OH

CH3CHO

CH2=CH2

Zn/ Conc. Hal/

KMnO4/

Conc.H2SO4

Dil.H2SO4

CH3-CH3

CH3CHO

CH2=CH2

CH3CHO

CH2=CH2

CH3CH2OH

KMnO4/Conc.

.H2SO4

HgSO4/

dil H2SO4

H2/Ni

CH2=CH2

CH3CH2Br

Alco. KOH

dil/H2SO4

Br2/ hv

CH3CH2OH

KMnO4/

Conc.H2SO4

CH3-CHO

CH3CH3

Zn/ Conc. HCl/

Form (III): Choose from the pentagonal systemics:

Q4.Which of the following systemics are true and which are false:

a)

b)

d)

c)

Answer :True systemics (a, c) (); False Systemics (b, d) (X)


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Type.3 :SYSTEMIC MATCHING QUESTIONS:

[SMQ,s]

Form I: Matching on Trigonal Systemic

Q1: Choose aliphatic compounds from column (A) and reaction conditions from

column (B)to build the systemic diagram incolumn(C):


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Answer (1)

Answer (2)


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Form II: Matching on Quadrilateral Systemic:

Q2: Choose elements and compounds from column (A) and reaction conditions from column (B)to build the systemic diagram in column (C):


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Form III: Matching on Pentagonal Systemic:

Q3:Choose the aliphatic compounds from column (A) and reaction conditions from column (B)to build the systemic diagram in column (C).


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Type-4: Systemic Sequencing Question [SSQ,s]

Measure the student's ability to find the

relationship between a set of

similar items, and then arrange them in a given systemic.


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HCl gas

Air/ heat

Mg

Conc. H2SO4

Fe

HCl gas

FeCl2

Mg

Air/heat

Fe2 (SO4)3

Conc. H2SO4

FeCl3

Form-I: Sequencing on Quadrilateral systemic:

Examples:

Q 1) Arrange iron and its related compounds in the right Places of the following systemic diagram:

[Fe, FeCI2, FeCI3, Fe2 (SO4)3]

Answer(1)


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PCl5

PCl5

C6H5COOH

C6H5COCl

Dil.HCl

Dil.HCl

Aq.NH3

Aq.NH3

P2O5/

P2O5/

C6H5CN

C6H5CONH2

Q 2:Arrange the given compounds in the right places of theSystemic diagram:

[C6H5COCl , C6H5CN, C6H5CONH2, C6H5COOH]

Answer (2):


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C2H2

C2H4Br2

Alco.KOH/

Alco.KOH

HgSO4/dil. H2SO4-60c

HgSO4/dil. H2SO4-60c

Br2

Br2

CH3CHO

LiAlH4

LiAlH4

CH3CH2OH

C2H4

Conc.H2SO4

Conc.H2SO4

Form-II: Sequencing on Pentagonal systemic:

Q 3: Arrange the given organic compounds in the right Places of the

following systemic diagram:

[ Ethylene-Acetylene-Ethanol-1, 2-Dibromoethane, Acetaldehyde ]

Answer (3):


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Type-5: Systemic Synthesis Questions [SSynQ,s]

SSynQ,s means synthesize systemic relations.

between concepts, facts, issues,

Requires the Student to Position

concepts or formulas,

or events or issues ,numbers

and their relations

in a systemic diagram


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Dil.HCl/Heat

C6H5CONH2

C6H5COOH

Aq.NH3

PCl5

EtOH

C6H5COOEt

C6H5COCl

Form-I: SyntesizeQuadrelateral Systemic:

Q 1:Draw the systemic diagram illustrating the systemic relations between

the following aromatic compounds:

[ C6H5COOC2H5, C6H5CONH2,C6H5COOH, C6H5COCl ]

Answer (1):


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CH2= CH2

C2H5Br

alco. KOH

Br2/ hv

CH3CH2OH

KMnO4

/Conc.H2SO4

Zn/ Conc. HCl/

CH3CHO

CH3CH3

Form-II: Syntesize Pentagonal Systemic:

Q 2:Draw systemic diagram illustrating the systemic chemical relations between the following aliphatic compounds:

[ C2H5Br,C2H4,C2H6,CH3CHO,C2H5OH]

Answer (2):

Dil.H2SO4/Heat


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Type-6: Systemic Analysis Questions [SSAnQ,s]

Requires the Student to Analyze

the givensystemic diagram to its

concepts or formula, numbers, or events

with their relations.


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H2O

Na

NaOH

Electrolysis Molt. salt

CO2

Dil.HCl

NaCl

Na2CO3

Form-I: Analysis of Quadrelateral Systemics:

Q1:Analyze the following systemic diagram illustrating the systemic chemical relations between Sodium and its related compounds into Chemical equations :

Answer( 1 ):

2Na + 2H2O 2 NaOH+H2

2NaOH + CO2 Na2CO3 + H2O

Na2CO3 + Dil.2HCl 2NaCl +CO2+ H2O

2 NaCl [Molten] 2Na + Cl2


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KMnO4/Conc.

H2SO4

C6H5 COOH

C6H5 CHO

Sodalime/

C6H6

Aq.NaOH/

CH3Cl/AlCl3

C6H5 CHCl2

C6H5 CH3

Cl2/hv

Form-II: Analysis of Pentagonal Systemic:

Q2: Analyze the following systemic diagram illustrating the systemic chemical relations between Benzene and its related compounds into chemical equations :


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References:

1-Fahmy, A. F. M., Lagowski, J. J; Systemic Reform in Chemical Education ,

An International Perspective, J. Chem. Edu., 2003, 80 (9), 1078

.

2-Fahmy, A.F. M., Lagowski, J. J., Using SATL Techniques

to Assess Student Achievement,

[18th ICCE, Istanbul Turkey, 3-8, August 2004].

3-ahmy, A.F. M., Lagowski, J. J.,” Systemic multiple choice questions

(SMCQs) in Chemistry

“[19th ICCE, Seoul, South Korea, 12-17 August 2006].

4- Systemic Multiple Choice Questions in Chemistry.

A.F.M. Fahmy, J.J. Lagowski

Chemical Education International Vol. 3 (2006/2008)

http://www.iupac.org/publications/cei

5 - Systemic assessment as a new tool for assessing students learning

In Chemistry using SATL methods: Systemic true false [STFQs] and

systemic sequencing [SSQs] question types.

A.F.M. Fahmy and J. J. Lagowski

AJCE. 2, (2)66-78(2012).


Prof fahmy a f m e mail afmfahmy42 gmail web site satlcentral

6-Exploring novel tools for assessing high School students' meaningful understanding of organic reactions,

Vachliotis,T, Salta,K., Vasiliou, P., Tzougraki,C

J. Chem. Educ.

88 [3] , 337-345.(2011

7-Colleen M. and Bull, J.; Workshop on designing objective test questions.

CAA center (http://caacenter.ac.uk/ university of luton, luton UK.

.

8-Writing Multiple Choice Items which Require Comprehensio

by Russell A. Dewey, PhD

http://www.psychwww.com/selfquiz/aboutq.htm

9-McMillan, J. H. (2001). Classroom assessment Principles and practice for effective instruction. Boston:

Allyn and Bacon.

.

10- http://web.utk.edu/~mccay/apdm/match/match_b.htm


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