SYSTEMIC ASSESSMENT

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

2. SYSTEMIC ASSESSMENT SYSTEMIC LEARNING OUTCOMES AFFECTIVE COGNATIVE SKILLS

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

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

13. 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

14. VII-Synthesize Systemic relations between concepts, facts, issues, Requires the Student toPosition 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 A-I) -50 ( ) 25+ 150 75 X 2 +25 75 100 A-II) 2÷ ( ) ÷2 150 50 +100 Example-1 : [Math.]: Build a correct systemic shows the numerical relations between the following numbers: 50, 75,100,150:

18. 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:

19. VIII-Analyze Systemic to its Components Requires the Student to Analyze the givensystemic 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. 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

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

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.

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.htm

27. Thank you