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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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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
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.
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.
[ 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.
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. . .
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].
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.
a) b) Fe Fe dil H2SO4 Zn Cl2/ H2SO4/ O2 heat/ air Fe2(SO4)3 FeSO4 FeCl2 FeCl3 Fe Fe CO/ 300C O2/ Zn O2/ (……) (……) CO -400-700C 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)
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)
Q3. The systemic diagram represents the following reactions sequence. [Substitution –Substitution- Elimination –Addition-] is one of the following: Answer:(a)
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.
Na Na Na Na heat excess (O) 300C Electrolysis Molten)) Electrolysis (Solution) heat/ Air heat /excess (O) 300C 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)
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).
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)
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)
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):
Answer (1) Answer (2)
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):
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).
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.
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)
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):
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):
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
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):
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
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.
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
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 :
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).
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