1. SYSTEMIC ASSESSMENT Workshop Faculty of science Menofia University Prof.A.F.M.FAHMY January 2010 PART-II

2. SYSTEMIC ASSESSMENT SYSTEMIC LEARNING OUTCOMES COGNATIVE COGNATIVE AFFECTIVE SKILLS

3. Requirements for building Systemic Assessment -Content analysis of the course unites into concepts, and their related knowledge, skills, attitudes. --Determination of the size of the building - systemics[ Trigonal- Quadrilateral- ……] -Determinations of the types of relations between the given concepts.

4. V-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, and their relation ships, and arrange them in a given systemic.

5. Disadvantage: - Do not allow instructors to measure students' 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.,

6. 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).. -,

7. 3-The arrangement of premises, and responses are in a given systemic diagram (Column C, in the middle ) 4- All of the premises and responses for a matching item should appear on the same page with the given systemic diagram.,

8. Choose concepts from column (A) & Relations from From column (B) to build the correct systemic in column (C):.,., ABCDFABCDF XYZEEFGXYZEEFG BCA ILO: Synthesis

9. Example- (Chem): Choose Compounds from column (A) & Reaction conditionsFrom column (B) to build the correct systemic in column (C):.,.,

10. VI-Systemic Sequencing Questions:[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 - - [pentagonal,hexagonal,..].,

11. Disadvantage - Do not allow instructors to measure students' writing skills. Advantages - Reduces the effects of guessing. - Highly reliable exam scores.,

12. ( ) --30 -60 -30 x 5 ( ) 120 60 -30 -60 -30 x 5 A) 150 30 Example 1 : [Math.]: Put the following numbers in the correct sequence in the following systemic diagram: 30,60,120,150 ILO: Synthesis

13. ( ) Mg HCl gas Conc. H 2 SO 4 ( ) Fe FeCl2 Mg HCl gas Air/ heat Conc. H2SO4 A) Fe2( SO4)3 FeCl3 Example 2 : [Chem.]: Put the iron and its compounds in the right places in the following systemic diagram: Fe, FeCI 2, FeCI 3, Fe 2 (SO4)3, Air/ heat ILO: Synthesis

14. VII-Synthesize Systemic relations between concepts, facts, issues, Requires the Student to P osition concepts or formulas, or events or issues,numbers and their relations in a systemic diagram,

15. Disadvantage - Do not allow instructors to measure students' writing skills. Advantages - Can measure various kinds of knowledge, including students' ability to correlate between concepts, formula, or events.,

16. - Can assess higher-order thinking skills. - Reduces the effects of guessing. - Highly reliable Questions scores.

17. ( ) 100 50 -50 ÷ 25+ X 2 A-I) 150 75 ( ) 75 100 2÷ +25 ÷2 +100 A-II) 150 50 Example-1 : [Math.]: Build a correct systemic shows the numerical relations between the following numbers: 50, 75,100,150:

18. Example-2 : [Chem.]: Build a systemic diagram Shows the correct chemical relations between; Fe FeCI2, FeCI3, Fe2(SO4)3: ( ) Fe FeCl2 Mg HCl gas Air/ heat Conc. H2SO4 A) Fe2( SO4)3 FeCl3

19. VIII-Analyze Systemic to its Components Requires the Student to Analyze the given systemic diagram to its concepts or formula, numbers, or events with their relations.

20. 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.

21. ( ) 100 50 -50 2÷ 25+ X 2 150 75 Example- : [Math.]: Analyze the following numerical systemic into mathematical relations: ÷ 50 + 25 = 7 5 150 - 50 = 100 75 X 2 = 150 2 = 50÷ 100 A) ILO: Analysis

22. IX-Complete Systemics R equires the Student to Complete the Systemic Diagram with the given missing concepts or formula,numbers or events and/or relations.

23. Advantages - Reduces the effects of guessing. - Highly reliable Questions scores. - Can assess higher-order thinking skills in which students are able to analyze, synthesize.

24. ( ) Fe Mg HCl gas Air/ heat Conc. H2SO4 a) Example : [Chem.]: Complete the following systemic diagram by using the Following compounds to give correct systemic:, FeCI2, Fe2(SO4)3,FeCl3 ( ) Fe FeCl2 Mg HCl gas Air/ heat Conc. H2SO4 b) Fe2( SO4)3 FeCl3

25. 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/

26. 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