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