SYSTEMIC ASSESSMENT

Workshop Faculty of science

Menofia University

Prof.A.F.M.FAHMY

January 2010

PART-II

SYSTEMIC ASSESSMENT

SYSTEMIC LEARNING

OUTCOMES

COGNATIVE

COGNATIVE

AFFECTIVEAFFECTIVE SKILLS SKILLS

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.

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.

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.

,

Guide lines for WritingSMQ,s.

1-The items in the left (Column A) areusually 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). .

-

,

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.

,

Choose concepts from column (A) & Relations from

From column (B) to build the correct systemic

in column (C):

.

,

A

B

C

D

F

X

Y

Z

E

E

F

G

BCA

A

C

B

D

E

X

Y

Z

ILO: Synthesis

Example- )Chem(: Choose Compounds from column (A) & ReactionconditionsFrom column (B) to build the correct systemic

in column (C):

.

,

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.]..,

,

Disadvantage

-Do not allow instructors to measure

students' writing skills.

Advantages

-Reduces the effects of guessing.

-Highly reliable exam scores.

,

) ( --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

) ( Mg

HCl gas

Conc. H2SO4

) (

Fe FeCl2

Mg

HCl gas

Air/ heat

Conc. H2SO4

A)

Fe2( SO4)3FeCl3

Example 2 : ]Chem.[ :Put the iron and its compounds in the right places in the following

systemic diagram: Fe, FeCI2, FeCI3, Fe2)SO4(3,

Air/ heat

ILO: Synthesis

VII-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

,

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.

,

- Can assess higher-order thinking skills.

- Reduces the effects of guessing.

- Highly reliable Questions scores.

) (

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:

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)3FeCl3

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.

Disadvantage

-Do not allow instructors to measurestudents 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.

) (

100 50

-50

2÷

25+

X 2150 75

Example- : ]Math.[ :Analyze the following numerical systemic into mathematical

relations:

÷ 50 + 25 = 7 5150 - 50 = 100

75 X 2 = 150 2 = 50 ÷100

A)

ILO: Analysis

IX-Complete Systemics

Requires the Student to Complete the

Systemic Diagram with the given missing

concepts or formula,numbers

or events and/or relations.

Advantages

-Reduces the effects of guessing.

- Highly reliable Questions scores.

-Can assess higher-order thinking skills in which students are able

to analyze, synthesize.

) (

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)3FeCl3

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.

6-Writing Multiple Choice Items which Require Comprehensionby 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