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SYSTEMIC ASSESSMENT

SYSTEMIC ASSESSMENT. Workshop Faculty of Medicine Zagazig University PART-II. Prof.A.F.M.FAHMY. January 20 10. SYSTEMIC ASSESSMENT. SYSTEMIC LEARNING OUTCOMES. AFFECTIVE. COGNATIVE. SKILLS. V-Systemic Matching Questions [SMQ, s].

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SYSTEMIC ASSESSMENT

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

  2. SYSTEMIC ASSESSMENT SYSTEMIC LEARNING OUTCOMES AFFECTIVE COGNATIVE SKILLS

  3. 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.

  4. 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. ,

  5. 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). . - ,

  6. 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. ,

  7. A C B X Y Z E E F G A B C D F IDEA: Choose concepts from column (A) & Relations From column (B) to build the correct systemic in column (C): . , ILO: Synthesis

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

  9. VI-Systemic Sequencing Questions:[SSQ,s] • -SSQ,s require the student to position • text or formula, or events, or numbers • in a givensequence of a systemic diagram. • - To reduce guessing use large size systemics • [pentagonal, hexagonal,..]. • ,

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

  11. -60 --30 ( ) -30 x 5 -60 120 60 A) -30 ( ) -30 150 30 x 5 Example 1 : [Math.]: Put the following numbers in the correct sequence in the following systemic diagram:30,60,120,150 ILO: Synthesis

  12. Example 2 : [Chem.]: Put the iron and its compounds in the right places in the following systemic diagram:Fe, FeCI2, FeCI3, Fe2(SO4)3, HCl gas Mg ( ) Conc. H2SO4 HCl gas Fe FeCl2 A) Mg ( ) Air/ heat Fe2( SO4)3 FeCl3 Conc. H2SO4 Air/ heat ILO: Synthesis

  13. VII-Synthesize Systemic relations between Items, Requires the Student toPosition items [concepts ,or formulas, ,or events,or issues , ornumbers and their relations] in a systemic diagram ,

  14. Disadvantage - Do not allow instructors to measure The students' writing skills. Advantages: - Can measure various kinds of knowledge, including students' ability to correlate between concepts, formulas, numbers, or events. ,

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

  16. ÷ 100 50 A-I) -50 ( ) 25+ 150 75 X 2 +25 75 100 A-II) 2÷ ( ) ÷2 150 50 +100 Example-1 : [Math.]: Build a systemic diagram shows the correct numerical relations between the following numbers: 50, 75,100,150:

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

  18. VIII-Analyze Systemic to its Components Requires the Student to Analyze the givensystemic diagram to its concepts or formulas, numbers, or events with their relations.

  19. 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, evaluate.

  20. 2÷ 100 50 -50 ( ) 25+ 150 75 X 2 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

  21. IX-Complete Systemics Requires the Student to Complete the Systemic Diagram with the given missing concepts or formulas,numbers or events and/or relations.

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

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

  24. 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.

  25. 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.htm

  26. Thank you

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