1. Prof.A.F.M.FAHMY 1 st ACRICE –W-1 Dec.3-4. 2013 By SYSTEMIC ASSESSMENT AS A VEHICLE TO ASSESS STUDENT ACHEIVEMENTS IN CHEMISTRY

2. -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

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 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.

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 Analysis Questions [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. 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 Fe 2 (SO 4 ) 3 FeSO 4 dil H 2 SO 4  H 2 SO 4 / O 2 Fe FeCl 3 Cl 2 /  Zn heat/ air FeCl 2 Fe FeO O2/O2/ Zn dil./H 2 SO 4 FeSO 4 Fe Fe 3 O 4 O2/O2/ CO/ 300  C CO -400-700  C FeO Answer: (d) 

9. Form (II): Choose between Quadrilateral Systemics : P ut (  ) 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. Put (  ) in front of the correct systemics: Form-1: Choose from Triangular Systemic S : Examples: Na 2 O 2 NaCl Na HCl heat excess (O) 300  C Electrolysis (Molten) NaCl Na 2 O NaCl Na heat/ Air Electrolysis (Solution) Na 2 O NaCl Na HCl heat / excess (O) 300  C Electrolysis Molten)) NaOH NaCl Na HCl H2OH2O Electrolysis 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:

14. Q 5- Which of the following systemics are true and which are False: C 6 H 5 Cl C 6 H 5 OH C 6 H 6 NaOH/ Fusion Cl 2 /FeCl 3 heat Zn dust/ heat C 6 H 5 Cl C 6 H 5 OH C 6 H 6 NaOH/Aq. heat Cl 2 /FeCl 3 heat Zn dust/ heat C 6 H 5 CHO C6H5CO2H C 6 H 6 KMnO4/Con. H2SO4. CHCl 3 /KOH  NaOH/  C 6 H 5 CHO C6H5CO2H C 6 H 6 KMnO4/Con.. H2SO4 CHCl 3 /KOH  Soda lime /  (a) ( b) (C) (d) Answer(2) : True systemics (b, d) (  ) ; False Systemics (a, c) (X).

15. Form-2: Choose from Quadrilateral Systemic: Q-6 : Which of the following systemics are true and which are false : Examples: EtOH/ HCl/  LiAlH4 C 6 H 5 CONH 2 C 6 H 5 COOEt C 6 H 5 CN C 6 H 5 COOH Dil.HCl/  eat EtOH/Conc. H2SO4/  P 2 O 5/  C 6 H 5 CONH 2 C 6 H 5 COOEt C 6 H 5 CN C 6 H 5 COOH Dil.H2SO4 /  NH3/ Heat EtOH/ KOH/  P2O5P2O5 C 6 H 5 CONH 2 C 6 H 5 COOEt C 6 H 5 CN C 6 H 5 COOH Dil.HCl/Hea t NH3/Heat EtOH/Conc. H2SO4 /  P 2 O 5/  C 6 H 5 CONH 2 C 6 H 5 COOEt C 6 H 5 CN C 6 H 5 COOH Dil.HCl/Heat NH3/Heat (c) (d) ) Answer :True systemics (a, d) (  ); False Systemics (b, c) (X ) (a) (b)

16. Q7 : Which of the following systemics are true and which are false: Form-3: Choose from Pentagonal Syatemics : Na Inc. Li K Rb Cs Na Dic.. Dic. Inc. Li Rb K Cs (c) (d) Na Dic.. Inc. Li K Rb Cs Na Dic.. Inc. Dic. Li K Rb Cs (a) (b) 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 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.

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 reaction conditions from column (B) to build the systemic diagram incolumn (C): (A) (C) (B) C 2 H 4 CH 3 CH 3 CH 2 OH CH 3 CH 2 Br dil. H 2 SO 4 Conc H 2 SO 4 /180 O C PBr 3 Alc. KOH/∆ Aq. KOH/∆ HBr H 2 /cat. Br 2 /hν

20. Answer (1) Answer (2)

21. Form II: Matching on Quadrilateral Systemics: Q 2 : 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 Na 2 CO 3 NaNO 3 Na 2 O NaOH K H 2 O O 2 /heat CO 2 HCl Electrolysis HNO 3

22. Form III: Matching on Pentagonal Systemics: Q 3: Choose aliphatic compounds from column (A) and reaction conditions from column (B) to build the systemic diagram in column (C). (A) (C) (B) CH 3 CH 2 Br CH 3 CHO CH 3 CH 2 OH CH 3 CH 2 =CH 2 CH≡CH Alc. KOH Dil. H 2 SO 4 KMnO 4 /conc. H 2 SO 4 Br 2 /hν Zn/conc. HCl aq. KOH

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. 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 content to be included in a given set of SMQ, s.

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. 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/ heat Mg HCl gas Conc. H 2 SO 4 ) Fe FeCl2 Mg HCl gas Air/ heat Conc. H2SO4 Fe2 (SO4)3 FeCl 3 Answer (1) Examples:

27. Q 2: Arrange the given compounds in the right places of the Systemic diagram: PCl5 P2O5/  Dil.HCl Aq.NH3 [C6H5COCl, C6H5CN, C6H5CONH2, C6H5COOH] PCl5 P2O5/  C 6 H 5 CONH 2 C 6 H 5 COCl C 6 H 5 CN C 6 H 5 COOH Dil.HCl Aq.NH3 Answer (2):

28. Form-2: Sequencing on Pentagonal systemic: Br2 LiAlH4 Conc.H2SO4  Alco.KOH/  HgSO4/dil. H2SO4-60c C2H2C2H2 Br2 LiAlH4 Conc.H2SO4  Alco.KOH HgSO4/dil. H2SO4-60c C2H4 Br2 CH3CHO CH3CH2OH C2H4 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. 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]

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

32. 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 C 6 H 5 COCl C 6 H 5 COOH C 6 H 5 COOEt C 6 H 5 CONH 2 Aq.NH3 PCl 5

33. Form-2: Syntesize Pentagonal Systemics: Q 2: Draw systemic diagram illustrating the systemic relations between the following aliphatic compounds: [ C 2 H 5 Br,C 2 H 4,C 2 H 6,CH 3 CHO,C 2 H 5 OH] CH 2 = CH 2 Br 2 / hv KMnO 4 /Conc.H 2 SO 4 Zn/ Conc. HCl/  alco. KOH  C 2 H 5 Br CH3CH2OH CH3CHO CH3CH3 Answer (3): Dil.H2SO4/Heat

34. 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.

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. 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.HC l Na2CO3 NaOH NaCl Na 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

37. 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/AlCl3 Cl2/hv KMnO4/Conc. H2SO4  Sodalime/  C6H5 CHO C6H6 C6H5 CH3 C6H5 CHCl2

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.http://caacenter.ac.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.htmhttp://web.utk.edu/~mccay/apdm/match/match_b.htm