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Effective Strategies for Implementing the Teacher's Assessment Scheme in Chemistry Education

This sharing session from 2007 presents experiences and insights on the Teacher's Assessment Scheme (TAS) in Chemistry. It emphasizes the practical aspects of chemistry education, linking theoretical knowledge to hands-on experiments. The session elaborates on the challenges teachers and students face within the TAS framework, including workload, assessment fairness, and the importance of selecting appropriate experiments. Key strategies are discussed for conducting TAS smoothly, enhancing students’ confidence, and utilizing various resources effectively to support learning and teaching in chemistry.

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Effective Strategies for Implementing the Teacher's Assessment Scheme in Chemistry Education

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Presentation Transcript

  1. Teachers’ Assessment Scheme(Chemistry)Experience Sharing 18 – 10 - 2007 NG Kai Bun, Anthony nkb@fss.edu.hk

  2. TeacherAssessment Scheme • What ? • Why ? • How ? • When ? • Who ?

  3. Belief : • Chemistryis apractical subject • Theoryclose linking practical • Learningthroughexperiments

  4. Practical chemistry can be used to consolidate the knowledge of chemistry. • TAS allows room for other learning activities. • TAS20% of Examination marks of whole subject.

  5. Problem concerned: • Fair???? • How to make the greatest benefit to our students from TAS

  6. Proper arrangement : • School authority (time-table) (a) 3-periods (afternoon) (b) 2-periods (afternoon) • Students’ belief • Colleagues’ co-operation

  7. Problems caused from TAS • For students : • Too much experiments (compared with A-L Biology or Physics) – complained by students • Work load too large (Report Writing) • Fair assessment ??

  8. For teacher : • Limited time in teaching • Limited timeinmarking experiment reports • Howto choose some good experiments for our students • Poor learning behavior

  9. Howto run A-L Chemistry TASsmoothly ???? • Let students fully understand the whole picture of TAS •  number of experiments required •  assessment : what • how • when • who • which

  10. The Whole Picture of AL Chemistry Chemistry AL Chemistry (高級程度考試) Advanced LevelChemistry builds on (建於)the foundations (基礎) of the HKCE chemistry knowledge

  11. Chemistry Result Written ExaminationPractical Examination (80% of the Subject Mark)(20% of the Subject Mark) Paper I Paper II TAS (100%) (100%) (Teacher’s Assessment Scheme) (教師評審制)

  12. Good arrangement of experiments (F.6) • Experiments are divided into 5 main areas: • 4 Quantitative Analysis (1A + 1B) • 4 Qualitative Analysis (1A + 1B) • 4 Kinetic (1A + 1B) • 4 Equilibrium (1A+ 1B) • 4 Other (1A)

  13. Strengthening the confidence of students • Teach them how to write a good report • Good preparation work for experiment •  pre-lab worksheet •  pre-lab oral questions •  group presentation and discussion • Project

  14. Strengthening the confidence of teachers • Well prepared for experiment (pre-lab) • Collecting interesting / useful experiment manual •  cdi (chemistry)/universities’ website •  book suppliers •  reference book •  attending seminars •  sharing experience with other teachers

  15. Project : Problem??? • What kinds of topic for our students ?? various topics chosen by students one main topic assigned by teachers

  16. Guide line: • Not increasing extra workload too much • Fair assessment

  17. Seeking resources: • from Hong Kong Chemistry Olympid • from seminars / workshops (CDI/HKEAA/Universities etc..) • Resources books (CDI) • Journals (oversea or mainland etc…)

  18. Some authentic investigations are meaningful to students (CDI) • Investigation of the different brands of drain cleaners. • Study the vitamin C in fruits and drinks. • Study the oxygen – absorber in packages of moon cakes etc ....

  19. Project Base Learning (case study) • To develop an interest in and enjoyment from the study of Chemistry • To identify problems from given situationand devisemethod to test them. • To explorestudents’ scientific insight.

  20. Students’ work: • to read the text books / reference books • to discuss the case • to identifythe problems • to devise the method • to carry on spot test and do experimentin laboratory

  21. Teacher’s work: • to give some comments to the methods designed by students • to prepare the apparatus and test reagents • to seek the help from university staff

  22. Fieldtrip – river water analysis

  23. Doing experiments in University

  24. Explore the scientific insight –trace analysis of heavy metal

  25. Students’ feedback • Case study is full of challenge. • Fresh hand in the trace analysis of heavy metal with AA is very exciting. • Doing experiments in University’s laboratory is quiteexciting. • Exploring the scientific insight is quite satisfactory.

  26. Analysis of Wrap and Microwave Wrap or other plastic sheets by IR

  27. Outcome: • The dreamcomes true!! • Try !!!

  28. 「同學是鐵，老師是碳，大家共冶一爐成為更堅硬的鋼。」「同學是鐵，老師是碳，大家共冶一爐成為更堅硬的鋼。」 祝各位老師 工作愉快，身體健康

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