Prof. FAHMY A.F.M. ; web site: 1 st ACRICE –W-1 Dec 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 [SSynQ,s]. 6- Systemic Analysis Questions [SAnQ,s].

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.

Form (I): Choose From Triangular Systemics: Examples: Q1. The systemic diagram represents the correct chemical relations between (Fe) and its related compounds is 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  C FeO Answer: (d)  Put (  ) in front of the correct systemic diagram

Form (II): Choose From 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 is one of the following: Answer: (b) 

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

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.

Put (  ) in front of the correct systemics: Form-I: 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-1:Which of the following systemics are true and which are false:

Q 2- 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  Aq.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).

Form-II: Choose from Quadrilateral Systemics: Q-3 : 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 CH2OH C 6 H 5 COOH Dil.HCl/  eat heat/ PCL5 P 2 O 5/  C 6 H 5 CONH 2 C 6 H 5 COCl C 6 H 5 CN C 6 H 5 COOH Dil.H2SO4 /  NH3/ Heat EtOH/ KOH/  PCl5 C 6 H 5 CONH 2 C 6 H 5 COOEt C 6 H 5 COCl 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)

Form (III): Choose from the pentagonal systemics: Q4. Which of the following systemics are true and which are false: CH 3 CH 2 Br ZN/ Conc. HCl- heat Dil.H 2 SO 4 KMnO4/Conc..H 2 SO 4 Br 2 / hv alco. KOH/heat CH 3 -CH 3 CH2=CH2 CH 3 CH2OH CH3CHO CH 3 CH 2 Br H 2 /Ni KMnO 4 / Conc.H 2 SO 4 HgSO 4 / dil H 2 SO 4 Br 2 / hv aq. KOH CH 3 -CH 3 CH 3 CH 2 OH CH 3 CHO CH 2 =CH 2 Br 2 / hv KMnO 4 / Conc.H 2 SO 4 Zn/ Conc. HCl/  Alco. KOH  dil/H 2 SO 4 CH 3 CH 2 B r CH 3 CH 2 OH CH 3 -CHO CH3CH3 CH 3 -CH 2 OH Her Zn/ Conc. Hal/  H 2 /Ni aq. KOH dil/H 2 SO 4 CH 3 CH 2 Br CH 3 CHO CH 3 -CH 3 CH 2 =CH 2 a) b) c) d) Answer :True systemics (a, c) (  ); False Systemics (b, d) (X)

Form I: Matching on Trigonal Systemic 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 Type.3 :SYSTEMIC MATCHING QUESTIONS: [SMQ,s]

Answer (1) Answer (2)

Form II: Matching on Quadrilateral Systemic: 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

Form III: Matching on Pentagonal Systemic: Q 3: Choose the 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

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

Form-I: Sequencing on Quadrilateral systemic: Q 1) Arrange iron and its related compounds in the right Places of the following systemic diagram: [Fe, FeCI 2, FeCI 3, Fe 2 (SO 4 ) 3 ] Air/ heat Mg HCl gas Conc. H 2 SO 4 Fe FeCl2 Mg HCl gas Air/ heat Conc. H2SO4 Fe2 (SO4)3 FeCl3 Answer (1) Examples:

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):

Form-II: 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 3: Arrange the given organic compounds in the right Places of the following systemic diagram: [ Ethylene-Acetylene-Ethanol-1, 2-Dibromoethane, Acetaldehyde ] Answer (3):

Type-5: Systemic Synthesis Questions [SSynQ,s] SSynQ,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

Form-I: Syntesize Quadrelateral Systemic: Q 1: Draw the systemic diagram illustrating the systemic relations between the following aromatic compounds : [ C 6 H 5 COOC 2 H 5, C 6 H 5 CONH 2,C 6 H 5 COOH, C 6 H 5 COCl ] 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

Form-II: Syntesize Pentagonal Systemic: Q 2: Draw systemic diagram illustrating the systemic chemical 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 (2): 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.

Form-I: Analysis of Quadrelateral Systemics : Q1: Analyze the following systemic diagram illustrating the systemic chemical relations between Sodium and its related compounds into Chemical equations : 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

Form-II: Analysis of Pentagonal Systemic: 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

References: 1-Fahmy, A. F. M., Lagowski, J. J; Systemic Reform in Chemical Education, An International Perspective, J. Chem. Edu., 2003, 80 (9), 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, August 2006]. 4- Systemic Multiple Choice Questions in Chemistry. A.F.M. Fahmy, J.J. Lagowski Chemical Education International Vol. 3 (2006/2008) Systemic assessment as a new tool for assessing students learning In Chemistry using SATL methods: Systemic true false [STFQs] and systemic sequencing [SSQs] question types. A.F.M. Fahmy and J. J. Lagowski AJCE. 2, (2)66-78(2012).

8-Writing Multiple Choice Items which Require Comprehensio by Russell A. Dewey, PhD 9-McMillan, J. H. (2001). Classroom assessment Principles and practice for effective instruction. Boston: Allyn and Bacon Colleen M. and Bull, J.; Workshop on designing objective test questions. CAA center ( university of luton, luton UK. 6-Exploring novel tools for assessing high School students' meaningful understanding of organic reactions, Vachliotis,T, Salta,K., Vasiliou, P., Tzougraki,C J. Chem. Educ. 88 [3], (2011