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Using SATL Techniques To Assess Student Achievement In Chemistry

Using SATL Techniques To Assess Student Achievement In Chemistry. * A. F. M. Fahmy, ** J. J. Lagowski * Faculty of Science, Department of Chemistry and Science Education Center,. Ain Shams University, Abbassia, Cairo, Egypt. E-mail: fahmy@online.com.eg.

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Using SATL Techniques To Assess Student Achievement In Chemistry

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  1. Using SATL Techniques To Assess Student Achievement In Chemistry * A. F. M. Fahmy, ** J. J. Lagowski* Faculty of Science, Department of Chemistry and Science Education Center, Ain Shams University, Abbassia, Cairo, Egypt E-mail: fahmy@online.com.eg **Department of Chemistry and Biochemistry The University of Texas at Austin, TX 78712 E-mail: jjl@mail.cm.utexas.edu

  2. Our development of the systemic approach to teaching and learning (SATL) and its application to chemistry is well documented at the pre-college level and in more advanced courses such as general chemistry and organic chemistry specialties such as heterocyclic chemistry, aromatic chemistry, and aliphatic chemistry as well as general periodicity (1-3). Our interest here is the use of SATL techniques to create assessment items that not only reflect the SATL strategy of instruction, but, perhaps, also probe other aspects of student knowledge that might be learned during the classical linear method of instruction. Various examples of objective test were generated through the SATL philosophy

  3. Objective tests (OT) require a student to choose or provide a response to a question whose correct answer is pre-determined, such question might require a student to select a solution from a set of choices [MCQs, Mrs., True/ Falls (TFQS)]. Traditional objective tests (TOT) are very good instrument examining recall of information and application of terms but cannot assess learning beyond comprehension. systemic objective tests (SOT) can challenge students and test higher learning levels (Analysis, Synthesis, Evaluation). Bloom’s taxonomy of educational objectives (4) is a useful starting point for categorize types of questions of the objective test.

  4. Cognitive Level Skills Demonstrated Knowledge - Recall of information. - Knowledge of facts, dates, events, places. Comprehension - Interpretation of information. - Grasping meaning. Application -Application of methods, theories, concepts to new situations to solve problems. Table (1): Bloom’s taxonomy of skills required at each cognitive level (4,5 ).

  5. There are number of ways in which systemic objective tests can be used in a module, namely formative, summative, and diagnostic tests. Formative Systemic Objective Tests (FSOT): used to can be motivate learning, and enable teachers to monitor the progress in students cognitive structure. Summative Systemic Objective Tests (SSOT): can be used to test the range of student’s knowledge of the course material, and their ability to fit the new material into their own mental framework (5). Development of mental framework requires higher - level of cognitive processes such as analysis, and synthesis. Systemic Diagnostic Objective Tests (SDOT): can be used to identify student’s prior cognitive structure in the subject area and enable teachers to modify the course content to suit the students needs before module begin.

  6. q   QUESTION TYPES: There are six types of systemic questions, used in (SOT ). 1-Systemic Multiple Choice Questions (SMCQs) Systemic 2- Systemic 2-Multiple Response Questions (SMRQs). 3-True Falls Questions (STFQs) 4-Systemic Ranking Questions (SRQs) 5-Systemic Matching Questions (SMQs) 6-Systemic Sequencing Questions (SSQs) We will present here three types of questions, namely (SMCQs, SMRQs, STFQs).

  7. I - Systemic Multiple Choice Questions (SMCQs) MCQs are the traditional choose one from a list of possible answers (6,7). However (SMCQs) are choose of one systemic from a list of possible systemics. Each systemic represents at least three chemical relations. q  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. X A X B A B a) E ( ) Y B) E ( ) Y D C Z D C Z

  9. X A B C) E ( ) Y C C Z X A B D) E ( ) Y D C Z A, B, C, D are concepts. X, Y, Z, E are relations. Learning Level: Analysis Answer: a ()

  10. Examples: qPut () in front of the correct systemic diagram : (1) The systemic diagram represents the following reactions sequence . [[Substitution – Substitution – Elimination – Addition] is one of the following :

  11. Answer: a ()

  12. 2) The systemic diagram represents the correct chemical relations between (Fe) an its related compounds is one of the following:

  13.   Answer: b ()

  14. 3)The systemic diagram represents the correct sequence of physical properties is one of the following:

  15. Answer: c ()

  16. II - Systemic Multiple Response Questions (SMRQs) Multiple response questions (Mrs.) involve the selection of more than one answer from a list (6,7), however, (SMCQs) involve the selection of more than one correct systemic from a group of systemics.

  17. qPut () in front of the correct systemics: Systemics of the relations between concepts (AD) are: A, B, C, D are concepts.. X, Y, Z, E are relations.. Learning Level: Evaluation Answer: a, c ()

  18. Examples 1- Systemics of the chemical relations between (Cu, CuO, Cu(OH)2, CuSO4) are; qPut () in front of the correct systemics:

  19. Answer: a, c ()

  20. 2- Systemics of chemical relations between Ethanol, Acetaldehyde, Acetylene, and Ethylene are.

  21. Answer: a, b ()

  22. 3- Systemics of chemical relations between Oxirane, Aziridine, Ethanolamine, and Ethylene are:

  23.       Answer: b, d ()

  24. III - Systemic True / Falls Questions (STFQs) (TFQs) require a student to assess whether a statement is true or not (6,7), however, (STFQs) require a student to assess whether a systemic is true or falls.

  25. q Put () in front of the correct systemics: Which of the following systemics are true and which are falls: A, B, C, D are concepts. X, Y, Z, E are relations. Learning Level: Analysis   Answer: a, b

  26. Examples: qWhich of the following systemics are true and which are falls:

  27. Answer: True systemics are (a, b, f, h) ()

  28. By using (SOT) we expect from students: 1- Making maximum connections between Chemistry concepts, compounds, and reactions. 2- Recognize which cognitive level they should view the Chemistry material. 3- Think systemically, and Globally. 4- See the pattern rather than the parts. q References: 1- Fahmy, A. F. M., Lagowski, J. J., J pure Appl. 1998, [15th ICCE, Cairo, August 1988]. 2- Fahmy, A. F. M., Hamza, M. A., Medien, H. A. A., Hanna, W. G., Abdel – Sabour, M. ; and Lagowski, J. J., Chinese J. Chem. Edu. 2002, 23 (12), 12 [17th ICCE, Beijing, August 2002].

  29. 3- Fahmy, A. f. M., Lagowski, J. J; J. Chem. Edu. 2003, 80 (9), 1078. 4- Bloom, B. S. and Krathwohl, D., Taxonomy of Educational objectives. The classification of Educational Goals, Longmans, Green; New York (1956). 5- Pungente, M. D., Badger, R. A., J. Chem. Edu. 2003, 80 (7) 779. 6- Colleen M. and Bull, J.; Workshop on designing objective test questions. CAA center (http://caacenter.ac.uk/ university of luton, luton UK). 7- Simas, R. and McBeath, R. (1992); constructing and Evaluating higher Education, Englewood Cliffs, New Jersey: Education Technology Publications.

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