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Teachers’ Assessment Scheme(Chemistry)

Experience Sharing

18 – 10 - 2007NG Kai Bun, Anthony

nkb@fss.edu.hk

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Teacher Assessment Scheme

• What ?

• Why ?

• How ?• When ?

• Who ?

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Belief :

• Chemistry is a practical subject

• Theory close linking practical

• Learning through experiments

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• Practical chemistry can be used to consolidate the knowledge of chemistry.

• TAS allows room for other learning activities.

• TAS 20% of Examination marks of whole subject.

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Problem concerned:

• Fair????

• How to make the greatest benefit to our students from TAS

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Proper arrangement :

• School authority (time-table)

(a) 3-periods (afternoon)

(b) 2-periods (afternoon)

• Students’ belief

• Colleagues’ co-operation

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Problems caused from TAS

• For students :

• Too much experiments (compared with A-L Biology or Physics) – complained by students

• Work load too large (Report Writing)

• Fair assessment ??

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• For teacher :

• Limited time in teaching

• Limited time in marking experiment reports

• How to choose some good experiments for our students

• Poor learning behavior

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How to run A-L Chemistry TAS smoothly ????

• Let students fully understand the whole picture of TAS

number of experiments required assessment : what• how• when• who• which

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The Whole Picture of AL Chemistry

Chemistry

AL Chemistry ( 高級程度考試 )

Advanced Level Chemistry builds on ( 建於 )the foundations ( 基礎 ) of the HKCE chemistry knowledge

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Chemistry Result

Written Examination Practical Examination

(80% of the Subject Mark) (20% of the Subject Mark)

Paper I Paper II TAS (100%) (100%) (Teacher’s Assessment Scheme)

( 教師評審制 )

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Good arrangement of experiments (F.6)

• Experiments are divided into 5 main areas:

• 4 Quantitative Analysis (1A + 1B)• 4 Qualitative Analysis (1A + 1B)• 4 Kinetic (1A + 1B)• 4 Equilibrium (1A + 1B)• 4 Other (1A)

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Strengthening the confidence of students• Teach them how to write a good report• Good preparation work for experiment pre-lab worksheet pre-lab oral questions group presentation and

discussion• Project

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Strengthening the confidence of teachers

• Well prepared for experiment (pre-lab)• Collecting interesting / useful experime

nt manual cdi (chemistry)/universities’ website book suppliers reference book attending seminars sharing experience with other te

achers

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Project : Problem???• What kinds of topic for our

students ??

various topics chosen by students

one main topic assigned by teachers

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Guide line:

• Not increasing extra workload too much

• Fair assessment

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Seeking resources:• from Hong Kong Chemistry Olympid

• from seminars / workshops (CDI/HKEAA/Universities etc..)

• Resources books (CDI)

• Journals (oversea or mainland etc…)

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Some authentic investigations are meaningful to students (CDI) • Investigation of the different

brands of drain cleaners.

• Study the vitamin C in fruits and drinks.

• Study the oxygen – absorber in packages of moon cakes etc ....

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Project Base Learning (case study)

• To develop an interest in and enjoyment from the study of Chemistry

• To identify problems from given situation and devise method to test them.

• To explore students’ scientific insight.

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Students’ work:

• to read the text books / reference books

• to discuss the case

• to identify the problems

• to devise the method

• to carry on spot test and do experiment in laboratory

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Teacher’s work:

• to give some comments to the methods designed by students

• to prepare the apparatus and test reagents

• to seek the help from university staff

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Fieldtrip – river water analysis

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Doing experiments in University

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Explore the scientific insight – trace analysis of heavy metal

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Students’ feedback

• Case study is full of challenge.

• Fresh hand in the trace analysis of heavy metal with AA is very exciting.

• Doing experiments in University’s laboratory is quite exciting.

• Exploring the scientific insight is quite satisfactory.

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Analysis of Wrap and Microwave Wrap or other plastic sheets by IR

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Outcome:

•The dream comes true !!

•Try !!!

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「同學是鐵，老師是碳，大家共冶一爐成為更堅硬的鋼。」

祝各位老師工作愉快，身體健康