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, E-mail: [email protected]** Department of Chemistry and Biochemistry The University of Texas at Austin, TX 78712 E-mail: [email protected]Ain Shams University, Abbassia, Cairo, Egypt
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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: [email protected]. - PowerPoint PPT Presentation
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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
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
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.
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)].
Table (1): Bloom’s taxonomy of skills required at each cognitive level (4,5 ).
- Application of methods, theories, concepts to new situations to solve problems.
Application
Interpretation of information.
- Grasping meaning.
Comprehension
Recall of information.
- Knowledge of facts, dates, events, places.
Knowledge
Skills Demonstrated Cognitive Level
Analysis - Identification of patterns
- Recognition of components and their relationships.
Synthesis - Put together parts to form a whole.
- Use old ideas to create new ones.
- Organize and relate knowledge from several areas.
- Draw conclusions, predict.
Evaluation - Make judgments.
- Assess value of ideas, theories.
-Compare and discriminate between ideas.
- Evaluate data.
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.
QUESTION TYPES:
There are six types of systemic questions, used in (SOT ).
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.
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) ( )
Put () in front of the correct systemics:
1- Systemics of the chemical relations between (Cu, CuO, Cu(OH)2, CuSO4) are;
Examples
CuSO4
Cu(OH)2
H2/ red. NaOH
H2SO4
Conc. /
(a)
Cu
CuO
( )
CuSO4
Cu(OH)2
H2/ red. NaOH
dil H2SO4 /
(b)
Cu
CuO
( )
Answer: a, c ()
CuSO4
Cu(OH)2
H2/ red. NaOH
Conc. H2SO4
/
(c)
Cu
CuO
( )Conc. H2SO4
heat
CuSO4
Cu(OH)2
H2OConc. H2SO4(d)
Cu
CuO
( )
Zn
2- Systemics of 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
( )
3- Systemics of chemical relations between Oxirane, Aziridine,
Ethanolamine, and Ethylene are:
Ph3P
O
NH
OH OH
NH3
NH3
Cl2/H2Oa) ( )
PhCO3H
O
NH
OH NH2
HONONH3b)
(i) Conc.H2SO4 250o
(ii) KOH (40%)
( )
LiAlH4
O
NH
Conc.H2SO4 /140oC
i) N3
ii) TSCl, H+
iii) B-
c)
NOCl
CH3CH2OH
( )
Answer: b, d ()
Ph3P
O
NH
NH2 OH
NOClNH3d)
i)Conc.H2SO4250o
ii)KOH (40%)
( )
III - Systemic True / Falls Questions (STFQs)
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.
A, B, C, D are concepts.
X, Y, Z, E are relations .
Answer: a, bLearning Level:
Analysis
Put () in front of the correct systemics:
Which of the following systemics are true and which are falls:
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) ( )
Examples:
Which of the following systemics are true and which are falls:
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
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.
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].
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.