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,

E-mail: fahmy@online.com.eg

**Department of Chemistry and Biochemistry The University of Texas at Austin, TX 78712

E-mail: jjl@mail.cm.utexas.edu

Ain Shams University, Abbassia, Cairo, Egypt

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 ).

1-Systemic Multiple Choice Questions (SMCQs) Systemic

2- Systemic 2-Multiple Response Questions (SMRQs).

3-True Falls Questions (STFQs)

4-Systemic Ranking Questions (SRQs)

5-Systemic Matching Questions (SMQs)

6-Systemic Sequencing Questions (SSQs)

We will present here three types of questions, namely (SMCQs, SMRQs, STFQs).

I - Systemic Multiple Choice Questions (SMCQs)

I - Systemic Multiple Choice Questions (SMCQs)

MCQs are the traditional choose one from a list of possible

answers (6,7). However (SMCQs) are choose of one systemic

from a list of possible systemics. Each systemic represents at

least three chemical 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

Learning Level: Analysis

Examples:

   Put () in front of the correct systemic diagram :

)1 (The systemic diagram represents the following reactions sequence .

]]Substitution – Substitution – Elimination – Addition [is one of the following :

CH3 CH3

CH2 CH2

CH3CH2Br

CH3CH2OH

Br2/hv

H2/Ni aq. KOH

Conc. H2SO4, 170oC

1

2

3

4(a)( )

CH3 CH3

CH2 CH2CH3CH2Br

CH3CH2OH

Br2/hvdil/H2SO4

H2O

alco. KOH

HI/ 150oC

1

2

3

4(b)( )

CH3 CH3

CH2 CH2

CH3CH2Br

CH3CH2OH

Br2/hv

Conc. H2SO4

170oC

aq. KOH H2/Ni

1

2

3

4(c)( )

CH3 CH3

CH2 CH2

CH3CH2BrBr2/hv

HBr

alco. KOHZn/HCl

1

2

3

4(d)

CH3CH2Br

( )

Answer: a ()

2) The systemic diagram represents the correct chemical relations between (Fe) an its related compounds is one of the following:

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

( )

3)The systemic diagram represents the correct sequence of physical properties is one of the following:

Be

B

1) Increases2,3) Decreases

(a)

Li

C

1) Increases2,3) Decreases

1) Decreases2,3) Increases

1) Decreases2,3) Increases

No. Property

1 Electronegativity2 Metallic property3 Atomic radius

( )

Be

B

1) Decreases2,3) Increases

(b)

Li

C

1) Increases2,3) Decreases

1) Decreases2,3) Increases

1) Decreases2,3) Increases

( )

     Answer: c ()

Be

B

1) Increases2,3) Decreases

(c)

Li

C

1) Increases2,3) Decreases

1) Decreases2,3) Increases

1) Increases2,3) Decreases

( )

Be

B

1) Decreases2,3) Increases

(d)

Li

C 1) Decreases2,3) Increases

1) Decreases2,3) Increases

1) Decreases2,3) Increases

( )

II - Systemic Multiple Response Questions (SMRQs)

II - Systemic Multiple Response Questions (SMRQs)

Multiple response questions (Mrs.) involve the

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.