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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: afmfahmy42@gmail.com ; web site: www.satlcentral.com 1 st ACRICE –W-1 Dec. 2013. INTRODUCTION.

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Prof. FAHMY A.F.M. E-mail: afmfahmy42@gmail ; web site: satlcentral

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  1. SYSTEMIC ASSESSMENT AS A VEHICLE TO ASSESS STUDENT ACHEIVEMENTS IN CHEMISTRY By Prof. FAHMY A.F.M. E-mail: afmfahmy42@gmail.com ; web site: www.satlcentral.com 1st ACRICE –W-1 Dec. 2013

  2. 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.

  3. 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.

  4. [ 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.

  5. 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. . .

  6. 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].

  7. 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.

  8. 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) 

  9. 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) 

  10. Q3. The systemic diagram represents the following reactions sequence. [Substitution –Substitution- Elimination –Addition-] is one of the following: Answer:(a) 

  11. 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.

  12. 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)

  13. 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).

  14. 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)

  15. 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)

  16. 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):

  17. Answer (1) Answer (2)

  18. 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):

  19. 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).

  20. 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.

  21. 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)

  22. 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):

  23. 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):

  24. 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

  25. 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):

  26. 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

  27. 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.

  28. 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

  29. 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 :

  30. 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).

  31. 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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