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Prof.A.F.M.FAHMY 1 st ACRICE –W-1 Dec.3-4. 2013

SYSTEMIC ASSESSMENT AS A VEHICLE TO ASSESS STUDENT ACHEIVEMENTS IN CHEMISTRY. By. Prof.A.F.M.FAHMY 1 st ACRICE –W-1 Dec.3-4. 2013. INTRODUCTION. Systemic Assessment [SA] has been shown to be highly effective new vehicle in ; - Raising the level of students academic achievements.

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Prof.A.F.M.FAHMY 1 st ACRICE –W-1 Dec.3-4. 2013

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  1. SYSTEMIC ASSESSMENT AS A VEHICLE TO ASSESS STUDENT ACHEIVEMENTS IN CHEMISTRY By Prof.A.F.M.FAHMY 1st ACRICE –W-1 Dec.3-4. 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[SSnQ,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. Put () in front of the correct systemic diagram : The systemic diagram represents the correct relations between concepts(AD)is one of the following.

  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) (……) (……) • Examples: • Q1.The systemic diagram represents the correct chemical relations between (Fe) and its related compounds are one of the following: Answer: (d) 

  9. Form (II): Choose between 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 are one of the following: Answer: (b) 

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

  11. Type-2: Systemic True False Questions [STFQ,s] STFQ, s are well suited for testing student comprehension, synthesis and analysis, and require a student to assess whether the systemic is true or false. Advantages of [STFQ, S] 1- Students can respond to many STFQ, s, covering a lot of concepts & facts and their relations in a short time. 2-Can assess higher-order thinking skills in which students are able to analyze, synthesize, and evaluate. 3-Scores are more reliable than for items that are partially dependent on the teacher's judgment. 4- Teacher's can easily score STFQ,s.

  12. Disadvantage: STFQ, s does not allow instructors to measure students' writing skills. Guide lines for Writing good [STFQ,s]: 1- Systemics should be relatively simple (Trigonal, Quadrilateral or Pentagonal). 2- True- Systemics should be of the same size as False- systemics. 3-Arrange the Systemics so that there is no discernible pattern of answers. 4- True- Systemics should be equal in number with False- systemics.

  13. 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-1: Choose from Triangular SystemicS: Examples: Q-4: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)

  14. 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 NaOH/ C6H5CO2H C6H5CHO C6H5OH C6H5Cl C6H5CO2H C6H5CHO C6H5OH C6H5Cl KMnO4/Con. . H2SO4 NaOH/Aq. heat NaOH/ Fusion KMnO4/Con. H2SO4. Q 5-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).

  15. C6H5COOH C6H5COOH C6H5COOH C6H5COOH C6H5COOEt C6H5COOEt C6H5COOEt C6H5COOEt EtOH/ HCl/ EtOH/Conc. H2SO4/ EtOH/ KOH/ EtOH/Conc. H2SO4/ NH3/Heat Dil.HCl/Heat Dil.HCl/Heat Dil.HCl/ Dil.H2SO4/ eat NH3/Heat NH3/Heat P2O5/ P2O5/ LiAlH4 P2O5 C6H5CN C6H5CONH2 C6H5CN C6H5CONH2 C6H5CN C6H5CN C6H5CONH2 C6H5CONH2 Form-2: Choose from Quadrilateral Systemic: Examples: Q-6: 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)

  16. Na Na Na Na Li Li Li Li Inc. Inc. Inc. Dic. Dic. Inc. Inc. Inc. Dic.. Dic.. Dic.. Inc. Rb K K K Dic. Inc. Inc. Inc. Rb K Rb Rb Cs Cs Cs Cs Inc. Inc. Inc. Inc. Form-3: Choose from Pentagonal Syatemics: Q7: Which of the following systemics are true and which are false: (a) (b) (c) (d) Answer (10): True systemics (a, d) (); False Systemics (b, c) (X)

  17. Type.3 :SYSTEMIC MATCHING QUESTIONS: [SMQ,s] Measure the student's ability to find the relationship between a set of similar items, each of which has two components. Guide lines for Writing [SMQ,s]: 1-The items in the left (Column A) are usually called premises and assigned numbers (1, 2, 3, etc.). 2-The items in the right (Column B) are called responses and designated by capital letters (A,B,C etc).

  18. 3-The arrangement of premises , and responses are ingiven systemic diagram ( Column C) in the middle. 4- The given systemic diagram could be trigonal, quadrilateral, or Pentagonal. 5- All of the premises and responses for a matching item should Appear the same page with the given systemic diagram. Advantages of SMQ,s: 1- Reduces the effects of guessing. 2- Highly reliable scores. 3- Short reading and response time. 4- Allowing more content to be included in a given set of SMQ,s.

  19. Disadvantage of SMQ,s: - Do not allow instructors to measure students' writing skills. Form I: Matching on Trigonal Systemics Q1:Choose aliphatic compounds from column (A) and reactionconditions from column (B) to build the systemic diagram incolumn (C):

  20. Answer (1) Answer (2)

  21. Form II: Matching on Quadrilateral Systemics: Q2: Choose elements and compounds from column (A) and reaction conditions from column (B)to build the systemic diagram in column (C):

  22. Form III: Matching on Pentagonal Systemics: Q3:Choose aliphatic compounds from column (A) and reaction conditions from column (B) to build the systemic diagram in column (C).

  23. Type-4: Systemic Sequencing Question [SSQ,s] Measure the student's ability to find the relationship between a set of similar items, each of which has two components, and arrange them in a given systemic.

  24. Advantages: - Reduces the effects of guessing -Highly reliable exam scores - Short reading and response time, allowing more content to be included in a given set of SMQ, s. Disadvantages Do not allow instructors to measure the writing skills.

  25. The Guide Lines for Building SSQ,s: • -SSQ,s require the student to position • text or formula, or events • in a given sequence in a systemic. • - To reduce guessing use large size systemics • [Quadrelateral,pentagonal,hexagonal,..].

  26. HCl gas Air/ heat Mg Conc. H2SO4 Fe HCl gas FeCl2 Mg ) Air/heat Fe2 (SO4)3 Conc. H2SO4 FeCl3 Form-1: 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)

  27. 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):

  28. 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-2: Sequencing on Pentagonal systemic: Q 4: Arrange the given organic compounds in the right Places of the following systemic diagram: [ Ethylene-Acetylene-Ethanol-1, 2-Dibromoethane, Acetaldehyde ] Answer (4):

  29. Type-5: Systemic Synthesis Questions [SSnQ,s] SSQ,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

  30. Requierments for building [SSnQ,s] 1-The stem of the questions contains 4-6 components. 2- Components could be; Atoms, molecules, or both- Formulas. 3-The components should be correlated in a systemic diagram. 4-The size of the systemic diagram depends on the number of Components.

  31. Disadvantage -Do not allow instructors to measurestudents‘ writing skills. Advantages -Can assess higher-order thinking skills. -Reduces the effects of guessing. -Highly reliable Questions scores

  32. Dil.HCl/Heat C6H5CONH2 C6H5COOH Aq.NH3 PCl5 EtOH C6H5COOEt C6H5COCl Form-1: SyntesizeQuadrelateralSystemics: Q 1:Draw systemic diagram illustrating the systemic relations between the following aromatic compounds: [ C6H5COOC2H5, C6H5CONH2,CH3COOH, CH3COCl ] Answer (1):

  33. CH2= CH2 C2H5Br alco. KOH  Br2/ hv CH3CH2OH KMnO4 /Conc.H2SO4 Zn/ Conc. HCl/ CH3CHO CH3CH3 Form-2: Syntesize Pentagonal Systemics: Q 2:Draw systemic diagram illustrating the systemic relations between the following aliphatic compounds: [ C2H5Br,C2H4,C2H6,CH3CHO,C2H5OH] Answer (3): Dil.H2SO4/Heat

  34. 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.

  35. Disadvantage - Do not allow instructors to measure students writing skills. Advantages -Reduces the effects of guessing. -Highly reliable Questions scores. - Can assess higher-order thinking skills in which students are able to analyze, synthesize.

  36. Answer( 3 ): H2O Na NaOH Electrolysis Molt. salt CO2 Dil.HCl NaCl Na2CO3 Form-1: 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

  37. KMnO4/Conc. H2SO4 C6H5 COOH C6H5 CHO Sodalime/ C6H6 Aq.NaOH/  CH3Cl/AlCl3 C6H5 CHCl2 C6H5 CH3 Cl2/hv Form-2: Analysis of Pentagonal Systemics: Q2: Analyze the following systemic diagram illustrating the systemic chemical relations between Benzene and its related compounds into chemical equations :

  38. 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-Fahmy, A.F. M., Lagowski, J. J , “Systemic Problem solving [SPS] to Assess Student Achievement in Chemistry”[42 IUPAC Congress, 2-7 Aug.2009] 5-Colleen M. and Bull, J.; Workshop on designing objective test questions. CAA center (http://caacenter.ac.uk/ university of luton, luton UK.

  39. 6-Writing Multiple Choice Items which Require Comprehension by Russell A. Dewey, PhD http://www.psychwww.com/selfquiz/aboutq.htm 7-McMillan, J. H. (2001). Classroom assessment Principles and practice for effective instruction. Boston: Allyn and Bacon. . 8- http://web.utk.edu/~mccay/apdm/match/match_b.htm

  40. Thank you

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