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

SYSTEMIC ASSESSMENT

Workshop Faculty of MedicineZagazig University

PART-I

Prof.A.F.M.FAHMY

January 2010

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.

General Advantages of Systemic Assessment

1 -Assess students higher-order thinking

skills in which students are required to

analyze, synthesize, and evaluate

3- SA enables the students to build correct

cognitive structure.

2- SA measures the students' ability to correlate between concepts.

4- SA enables the students to discover new

relation between concepts.

5- SA reduces the students guessing the answer.

7-SA based on the psychometric, and

eudiometric Domains.

6-SA gives students rapid feedback during

the term about how well they are

understanding the material.

8 -SA assess the students in a wide range of

Concepts in the course unites.

10- SA is very easy scored.

9- SA measures the overarching ILO,s, beside

separate ILO,s.

Types of Systemic Questions

-Systemic Multiple Choice Questions [SMCQ,S].

-Systemic Multiple Response Questions [SMRQ,S].

-Systemic True, False, Questions [STFQ,S].

-Systemic Matching Questions [SMQ,S].

.

-Systemic Multiple True, False Questions

[SMTFQ,S.]

- Systemic Sequencing Questions [SSQ, S].

-Synthesize Systemic relations between

concepts, facts, issues, numbers…

- Complete systemics

-Analyze Systemic to its Components

I-Systemic Multiple Choice Questions

[SMCQ, s]

-In SMCQ,s the student is provided with

a question and a range of possible systemics

and asked to choose correct systemic.

-

-Each systemic represents 3, 4 or 5

Relations between concepts, facts, issues.

Disadvantage:

-Do not allow instructors to measure

students' writing skills.

-SMCQ,s reduces the students guessing the answer.

Advantages:

-SMCQ,s can measure various kinds of knowledge including students' ability to

correlate between concepts,

- SMCQ,s can assess higher-order thinking

Skills in which students are required to

analyze, synthesize, and evaluate.

-SMCQ,s scored with the machine.

-SMCQ,s tests reduces anxiety and

Promote mastery of the material

Guide lines for Writing good SMCQ,s

1-Specify objectives so that the questions

can be specific and focused

2- Provide the information in the stem and

keep the options as clear systemics.

Avoid the use of negatives in the stem. - 4

3- Put in the stem the information

make the problem clear & specific.

5-Keep systemic options similar in size

[triangular, or quadrilateral, or pentagonal

systemics]

6-Balance the placement of the

correct answer

. 7-Use very precise and unambiguous

systemic relations

Put () in front of the correct systemic

diagram:

The systemic diagram represents the

correct

relations between concepts (AD) is

one of

the following.

) (

A B

E

X

Y

Z

a)

D C

) (

A B

E

X

Y

Z

b)

D C

A, B, C, D are concepts .

X, Y, Z, E are relations .Answer: a

()

) (

A B

E

X

Y

Z

c)

C C

) (

A B

E

X

Y

Z

d)

D C

ILO : Analysis

) (

50 100

-100

X 2

+100

-50

a)

150 200

) (

50 100

-100

X 2

+100

-100

b)

150 200

Example-1 : ]Math.[: Put )( in front of the correct systemic diagram:

.Answer: a

()

) (

50 100

-100

X 2

+50

-50

c)

150 200

) (

50 100

-100

X 2

+100

+50

d)

150 200

ILO: Analysis

Example-2[ Chem.]: Put )( in front of the correct systemic diagram:

FeCl2

FeCl3

Conc. HCl

Mg HCl

Conc. H2SO4

(a)

Fe

Fe2(SO4)3

( )

FeCl2

FeCl3

HCl gas

MgAir/heat

Conc. H2SO4

(b)

Fe

Fe2(SO4)3

( )

  Answer: b ()

FeCl2

FeCl3

HCl gas

Cu Air/

dil/ H2SO4

(c)

Fe

Fe2(SO4)3

( )

FeCl3

FeCl2

HCl gas

MgAir/ heat

Conc. H2SO4

(d)

Fe

Fe2(SO4)3

( )

II-Systemic Multiple Response Questions

[SMRQ,s]

)SMCQs) involve the selection of more than one

correct systemic from a group of systemics.

Marking scheme: -Choices are marked as correct or

incorrect. As in the MRQ,s

- Advantages, and Disadvantages

The same as SMCQ,s..

.

Guide lines for Writing good SMRQ,s

The same as SMCQ,s

A, B, C, D are concepts..

X, Y, Z, E are relations ..

Answer: a, c () Learning Level:

Evaluation

   Put () in front of the correct systemics:

Systemics of the relations between concepts (AD) are:

A

C

B

D

E

X

Y

Z

a) ( )

A

C

B

D

E

X

Y

Z

b) ( )

A C

B D

E

X

Y

Z

c) ( )

A

CB

D

E

X

Y

Z

d) ( )

) (

50 100

-100

X 2

+100

-50

a)

150 200

) (

50 100

-100

X 2

+100

-100

b)

150 200

Example-1 : ]Math.[: Put )( in front of the correct systemic diagrams:

Answer: a & c ()

) (

50 100

-100

X 2

X 2

-50

c)

150 200

) (

50 100

-100

X 2

+100

+50

d)

150 200

ILO: Analysis

Example 2- [Chem.]: Systemics of correct chemical relations between Ethanol, Acetaldehyde, Acetylene, and Ethylene are.

CH3CHO

CH3CH2OH

HgSO4/dilH2SO4, 60oC

H2/PdH2/Ni

Conc. H2SO4

(b)

H2C = CH2170oC

H - C C - H

( )

CH3CHO

CH3CH2OH

HgSO4/dilH2SO4, 60oC

H2/Pd LiAlH4

Conc. H2SO4

(a)

H-C C - H

H2C = CH2 170oC/

( )

Answer: a, b ()

CH3CHO

CH3CH2OH

HgSO4/dilH2SO4, 60oC

H2/Pd

Conc. H2SO4

(c)

H2C = CH2 170oC

H - C C - H

K2Cr2O7/Conc. H2SO4

( )

CH3CHO

CH3CH2OH

HgSO4/dilH2SO4, 60oC

H2/Ni

Conc. H2SO4

(d)

H2C = CH2 170oC

H - C C - H

K2Cr2O7/Conc. H2SO4

( )

ILO: Analysis

III-Systemic True False Questions

[STFQ,s[

-STFQ,s are well suited for testing student comprehension, synthesis and analysis.

. - There is one right answer, gain 100%

and one wrong answer gain 'none'

.

- (STFQs) require a student to assess whether a systemic is true or false.

Disadvantage:

STFQ,s do not allow instructors to measure

students' writing skills.

.

- Advantages:

- Students can respond to many STFQ,s,

covering a lot of concepts & facts and their

relations in a short time.

- STFQ,s. scores are more reliable.

.

- Teacher's can easily score STFQ,s.

STFQ,s can assess higher-order thinking skills

in which students are able to analyze ,

synthesize, and evaluate.

Guide lines for Writing good [STFQ,s] -Writing TF Systemics include the following:

- Systemics should be relatively simple.

- TRUE- Systemics should be about the same

size as FALSE-Systemics.

-Arrange the Systemics so that there is no-

discernible pattern of answers.

A, B, C, D are concepts.

X, Y, Z, E are relations .

 Answer: True systemic are a, c

ILO: Analysis

Put () in front of the correct systemics:

Which of the following systemics are true and which are false:

A

C

B

D

E

X

Y

Z

a) ( )

A

C

B

D

E

X

Y

Z

b) ( )

AC

BD

E

X

Y

Z

c) ( )

A

C

B

D

E

X

Y

Z

d) ( )

) (

50 100

-100

X 2

+100

-50

a)

150 200

) (

50 100

-100

X 2

+100

-100

b)

150 200

Example-1 : ]Math.[ :Which of the following systemics are true and which are false:

Answer: a & d ()

) (

50 100

-100

X 2

X 3

-50

c)

150 200

) (

50 100

-100

+50

+100

-50

d)

150 200

ILO: Analysis

Example 2-[Chem.]:

Which of the following systemics are true and which are false:

CuSO4

heat (O)Fe

H2SO4

Cu

CuO

a, ( )

Cu(OH)2

NaOHHCl

CuCl2

CuO

b, ( )

Fe2O3

H2/700oC

H2/ red700oC

Fe

FeO

c, ( )

NaO

H2O

HCl

Na

NaCl

d, ( )

H2/ red700oC

electrolysis molten

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

CH3CH2I

HI/P

alco. KOH

CH3CH2OH

CH2 = CH2

e, ( )

i) DMF, POCl3

ii) ACONa

OxidK2Cr2O7/

Conc. H2SO4

f, ( )

Conc. H2SO4

170oCCu/ Quinoline

S

S CHOS

COOH

CH3CH2OH

LiAlH4

I2 / KOH

CH3CHO

CH I3

h, ( )

PhCO3H

Ph3P

g, ( )

Thioure I2 / KOH

S

O

ILO: Analysis

IV-Systemic Multiple True False Questions

[SMTFQ, s]

MTFQ,s require the students to

Select the responses (true or false systemic)

-SMTFQ, s combines the building elements of SMCQ & STFQ.

-MTFQ,s consists of clear stem and 4 or 5

true and false Systemic options

) (

50 100

-100

X 2

+100

-50

a)

150 200

) (

50 100

-100

X 2

+100

-100

b)

150 200

Example-1 : [Math.]: The relations between the numbers :50,100,150,200 are presented systemically in the following systemics, Put () in front of the correct systemic

diagram,& (X) in front of the wrong

.Answer: a ,d () & b,c

(x)

) (

50 100

-100

X 2

+50

-50

c)

150 200

) (

50 100

-100

+50

+100

+50

d)

150 200

ILO: Analysis