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Prof.A.F.M.FAHMY
1st ACRICE –W-1Dec.3-4. 2013
By
SYSTEMIC ASSESSMENT AS A VEHICLE TO ASSESS STUDENT
ACHEIVEMENTS IN CHEMISTRY
-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.
INTRODUCTION
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 the systemic 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 [SSnQ,s].
6- Systemic Analysis Questions [SAnQ,s].
Type-1: Systemic Multiple Choice Questions (SMCQs)
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 (AD) is one of the following.
Form-1: Choose from Triangular Systemics:
•Examples:Q1. The systemic diagram represents the correct chemical relations between (Fe) and its related compounds are one of the following:
a) b)
c) d)
)……( )……(
)……( )……(
Fe
Fe2(SO4)3 FeSO4
dil H2SO4
H2SO4/ O2
Fe
FeCl3
Cl2/Zn
heat/ airFeCl2
Fe
FeO
O2/Zn
dil./H2SO4FeSO4
Fe
Fe3O4
O2/CO /
300C
CO-400-700CFeO
Answer: (d)
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:
FeCl2
FeCl3
Fe
Fe2(SO4)3
Conc. HCl
Conc. H2SO4
(a)
( )
Mg HCl
FeCl2
FeCl3
Fe
Fe2(SO4)3
HCl gas
Air/heat
Conc. H2SO4
(b)
( )
Mg
FeCl2
FeCl3
Fe
Fe2(SO4)3
HCl gas
Air/
dil./ H2SO4
(c)
( )
Cu
FeCl3
FeCl2
Fe
Fe2(SO4)3
HCl gas
Air/ heat
Conc. H2SO4
(d)
( )
Mg
Answer: (b)
Q3. The systemic diagram represents the following reactions sequence. [Elimination –Addition –Subistitution – Substitution] is one of the following:
CH3 CH3
CH2 CH2
CH3CH2Br
CH3CH2OH
Br2/hv
H2/Ni aq. KOH
Conc. H2SO4, 170oC
1
2
3
4(a)
( )
CH3 CH3
CH2 CH2CH3CH2Br
CH3CH2OH
Br2/hvdil/H2SO4
H2O
alco. KOH
HI/ 150oC
1
2
3
4(b)
( )
CH3 CH3
CH2 CH2
CH3CH2Br
CH3CH2OH
Br2/hv
Conc. H2SO4170oC
aq. KOH H2/Ni
1
2
3
4(c)
( )
CH3 CH3
CH2 CH2
CH3CH2Br
CH3CH2Br
Br2/hv
alco. KOH Zn/HCl
1
2
3
4(d)
( )
HBr
Answer:(d)
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.
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.
Put () in front of the correct systemics: Form-1: Choose from Triangular SystemicS:Examples:
Na2O2Na2O2NaClNaCl
NaNa
HCl
heat excess (O)300C
Electrolysis(Molten)
NaCl Na2ONa2ONaClNaCl
NaNa
heat/Air
Electrolysis
(Solution)
Na2ONa2ONaClNaCl
NaNa
HCl
heat /excess (O) 300C
ElectrolysisMolten))
NaOHNaOHNaClNaCl
NaNa
HCl
H2OElectrolysis
Molten))
( a( )b)
(c( )d)
Answer : True systemics (b, d) (); False Systemics (a, c) (X)
Q-4:Which of the following systemics are true and which are false:
Q 5- Which of the following systemics are true and which are False :
C6H5ClC6H5ClC6H5OHC6H5OH
C6 H6C6 H6
NaOH/Fusion
Cl2/FeCl3heat
Zn dust/heat
C6H5ClC6H5ClC6H5OHC6H5OH
C6 H6C6 H6
NaOH/Aq.heat
Cl2/FeCl3heat
Zn dust/heat
C6H5CHOC6H5CHOC6H5CO2HC6H5CO2H
C6 H6C6 H6
KMnO4/Con.H2SO4 .
CHCl3 /KOH
NaOH/
C6H5CHOC6H5CHOC6H5CO2HC6H5CO2H
C6 H6C6 H6
KMnO4/Con.
.H2SO4
CHCl3 /KOH
Soda lime /
( a ( )b )
( C) (d)
Answer(2) : True systemics (b, d) () ; False Systemics (a, c) (X).
Form-2: Choose from Quadrilateral Systemic:
Q-6 : Which of the following systemics are true and which are false:
Examples :
EtOH/HCl/
LiAlH4 C6H5CONH2C6H5CONH2
C6H5COOEtC6H5COOEt
C6H5CNC6H5CN
C6H5COOHC6H5COOH
Dil.HCl/ eat
EtOH/Conc.H2SO4/
P2O5/ C6H5CONH2C6H5CONH2
C6H5COOEtC6H5COOEt
C6H5CNC6H5CN
C6H5COOHC6H5COOH
Dil.H2SO4
/
NH3/Heat
EtOH/KOH/
P2O5 C6H5CONH2C6H5CONH2
C6H5COOEtC6H5COOEt
C6H5CNC6H5CN
C6H5COOHC6H5COOH
Dil.HCl/Heat NH3/Heat
EtOH/Conc.
H2SO4/
P2O5/ C6H5CONH2C6H5CONH2
C6H5COOEtC6H5COOEt
C6H5CNC6H5CN
C6H5COOHC6H5COOH
Dil.HCl/Heat NH3/Heat
( c( )d((
Answer :True systemics (a, d) (); False Systemics (b, c) (X)
(a( )b)
Q7: Which of the following systemics are true and which are false:
Form-3: Choose from Pentagonal Syatemics:
Na
Inc.
Inc.Inc.
Inc .Inc.
Li
K
RbCs
Na
Dic..
Dic.Inc.
Inc .Inc.
Li
Rb
KCs
(c( )d)
Na
Dic..
Inc.Inc.
Inc. Inc.
Li
K
RbCs
Na
Dic..
Inc.Inc.
Dic. Dic.
Li
K
RbCs
)a) (b(
Answer (10): True systemics (a, d) (); False Systemics (b, c) (X)
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) .
3-The arrangement of premises , and responses are in given 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.
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 reaction conditions from column )B(
to build the systemic diagram incolumn )C(:
(A)(C)(B)
C2H4
CH3CH3
CH3CH2OH
CH3CH2Br
dil. H2SO4
Conc H2SO4/180OC
PBr3
Alc. KOH∆/
Aq. KOH∆/
HBr
H2/cat.
Br2/hν
Answer )1(C2H4
CH3CH2OH CH3CH2Br
HBr
Aq. KOH/
Conc H2SO4/180oC
C2H4
CH3CH3
CH3CH2BrAlc. KOH/
H2/cat. Br2/h
Answer )2(
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):
(A)(C)(B)
Na
KOH
NaCl
Na2CO3
NaNO3
Na2O
NaOH
K
H2O
O2/heat
CO2
HCl
Electrolysis
HNO3
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).
(A)(C)(B)
CH3CH2Br
CH3CHO
CH3CH2OH
CH3CH3
CH2=CH2
CH≡CH
Alc. KOH
Dil. H2SO4
KMnO4/conc.
H2SO4
Br2/hν
Zn/conc. HCl
aq. KOH
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.
Disadvantages
Do not allow instructors to measure the writing skills.
Advantages:
- Reduces the effects of guessing
- Highly reliable exam scores - Short reading and response time,
allowing more contentto be included in a given set of
SMQ, s.
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,.[..
Form-1: Sequencing on Quadrilateral systemic:
Q 1) Arrange iron and its related compounds in the right Places of the following systemic diagram :
[Fe, FeCI2, FeCI3, Fe2 (SO4)3]
Air/ heatMg
HCl gas
Conc. H2SO4
(
Fe FeCl2
Mg
HCl gas
Air/ heat
Conc. H2SO4Fe2 (SO4)3 FeCl3
Answer (1)
Examples:
Q 2: Arrange the given compounds in the right places of the Systemic diagram:
[C6H5COCl , C6H5CN, C6H5CONH2, C6H5COOH]
PCl5
P2O5/ C6H5CONH2C6H5CONH2
C6H5COClC6H5COCl
C6H5CNC6H5CN
C6H5COOHC6H5COOH
Dil.HCl Aq.NH3
Answer (2):
Form-2: Sequencing on Pentagonal systemic:
Br2
LiAlH4Conc.H2SO4
Alco.KOH/
HgSO4/dil. H2SO4-60c
C2H2
Br2
LiAlH4Conc.H2SO4
Alco.KOH
HgSO4/dil. H2SO4-60c
C2H4 Br2
CH3CHO
CH3CH2OHC2H4
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):
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
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.
Requierments for building ]SSnQ,s[
Disadvantage
-Do not allow instructors tomeasure students‘ writing skills.
Advantages
-Can assess higher-order thinking skills.
- Reduces the effects of guessing.
- Highly reliable Questions scores
Form-1: Syntesize Quadrelateral Systemics:
Q 1: Draw systemic diagram illustrating the systemic relations between the following aromatic compounds:
[ C6H5COOC2H5, C6H5CONH2,CH3COOH, CH3COCl ]
Answer (1):
Dil.HCl/Heat
EtOH C6H5COClC6H5COCl
C6H5COOHC6H5COOH
C6H5COOEtC6H5COOEt
C6H5CONH2C6H5CONH2
Aq.NH3 PCl5
Form-2: Syntesize Pentagonal Systemics:
Q 2: Draw systemic diagram illustrating the systemic relations between the following aliphatic compounds:
] C2H5Br,C2H4,C2H6,CH3CHO,C2H5OH[
CH2= CH2
Br2/ hv
KMnO4/Conc.H2SO4
Zn/ Conc. HCl/
alco. KOHC2H5Br
CH3CH2OH
CH3CHOCH3CH3
Answer )3(:
Dil.H2SO4/Heat
Type-6: Systemic Analysis Questions [SSAnQ,s]
Requires the Student to Analyze the given systemic diagram to its concepts or formula, numbers, or events with their relations.
Disadvantage -Do not allow instructors to measurestudents writing skills.Advantages
- Reduces the effects of guessing .-Highly reliable Questions scores. -Can assess higher-order thinking skills in which students are ableto analyze, synthesize.
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( 3 ):
H2O
Dil.HCl Na2CO3Na2CO3
NaOHNaOH
NaClNaCl
NaNa
Electrolysis Molt. salt
CO2
Answer) 1 (: 2Na + 2H2O 2 NaOH+H2
2NaOH + CO2 Na2CO3 + H2O
Na2CO3 + Dil.2HCl 2NaCl +CO2+ H2O
2 NaCl [Molten] 2Na + Cl2
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:
C6H5 COOH
Aq.NaOH/
CH3Cl/AlCl3Cl2/hv
KMnO4/Conc.H2SO4
Sodalime/C6H5 CHO
C6H6
C6H5 CH3C6H5 CHCl2
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.
6-Writing Multiple Choice Items which Require Comprehensionby 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