SYSTEMIC ASSESSMENT Workshop Faculty of Medicine Zagazig University

SYSTEMIC ASSESSMENT Workshop Faculty of Medicine Zagazig University PART-II Prof. A. F. M. FAHMY January 1020

SYSTEMIC ASSESSMENT SYSTEMIC LEARNING OUTCOMES

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 Writing SMQ, s. 1 -The items in the left (Column A) are usually 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.

IDEA: Choose concepts from column (A) & Relations From column (B) to build the correct systemic in column (C): A X Y Z E E F G C B . A B C D F , ILO: Synthesis

Example- (Chem): Choose Compounds from column (A) & Reaction Conditions from 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, or numbers in a given sequence of a systemic diagram. - To reduce guessing use large size systemics[pentagonal, hexagonal, . . ]. -

Disadvantage - Do not allow instructors to measure The students' writing skills. Advantages - Reduces the effects of guessing. - Highly reliable exam scores.

A) Example 1 : [Math. ]: Put the following numbers in the correct sequence in the following systemic diagram: 30, 60, 120, 150 -60 --30 ( ) x 5 120 -60 60 -30 150 -30 x 5 30 ( ) ILO: Synthesis

Example 2 : [Chem. ]: Put the iron and its compounds in the right places in the following systemic diagram: Fe, Fe. CI 2, Fe. CI 3, Fe 2(SO 4)3, HCl gas Mg Air/ heat ( ) Conc. H 2 SO 4 Fe A) HCl gas Mg Fe. Cl 2 Air/ heat ILO: Synthesis Fe 2( SO 4)3 Conc. H 2 SO 4 Fe. Cl 3

VII-Synthesize Systemic relations between Items, Requires the Student to Position items [concepts , or formulas, , or events, or issues , or numbers and their relations] in a systemic diagram

Disadvantage - Do not allow instructors to measure The students' writing skills. Advantages: - Can measure various kinds of knowledge, including students' ability to correlate between concepts, formulas, numbers, or events.

- Can assess the students higher-order thinking skills. - Reduces the effects of guessing. - Highly reliable Questions scores.

Example-1 : [Math. ]: Build a systemic diagram shows the correct numerical relations between the following numbers: 50, 75, 100, 150: ÷ 50 100 A-I) -50 150 75 A-II) ( 25+ X 2 +25 75 100 ÷ 2 150 2÷ +100 ) 50 ( )

Example-2 : [Chem. ]: Build a systemic diagram Shows the correct chemical relations between; Fe, Fe. CI 2, Fe. CI 3, Fe 2(SO 4)3: Fe A) HCl gas Mg Fe. Cl 2 Air/ heat Fe 2( SO 4)3 Conc. H 2 SO 4 Fe. Cl 3 ( )

VIII-Analyze Systemic to its Components Requires the Student to Analyze the given systemic diagram to its concepts or formulas, numbers, or events with their relations.

Disadvantage - Do not allow instructors to measure students 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, evaluate.

0 Example- : [Math. ]: Analyze the following numerical systemic into mathematical relations: 100 ÷ 2 50 -50 25+ 150 A) ( ) 75 X 2 50 + 25 = 7 5÷ 75 X 2 100 ÷ 2 = 150 = 50 ILO: Analysis

IX-Complete Systemics Requires the Student to Complete the Systemic Diagram with the given missing concepts or formulas, 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.

Example : [Chem. ]: Complete the following systemic diagram by using the Following compounds to give correct systemic: Fe. Cl 3, Fe 2(SO 4)3, Fe. Cl 2 Fe a) HCl gas Mg Air/ heat ( ) Conc. H 2 SO 4 Fe b) HCl gas Mg Fe. Cl 2 Air/ heat Fe 2( SO 4)3 Conc. H 2 SO 4 Fe. Cl 3 ( )

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, [18 th ICCE, Istanbul Turkey, 3 -8, August 2004]. 3 -ahmy, A. F. M. , Lagowski, J. J. , ” Systemic multiple choice questions (SMCQs) in Chemistry “[19 th 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 Comprehension by Russell A. Dewey, Ph. D http: //www. psychwww. com/selfquiz/aboutq. htm 7 -Mc. Millan, J. H. (2001). Classroom assessment Principles and practice for effective instruction. Boston: Allyn and Bacon. . 8 - http: //web. utk. edu/~mccay/apdm/match_b. htm