Systemic Assessment [SA] as a Tool to Assess Student Achievements in Inorganic Chemistry [Part-I]: Systemic Assessment Questions [SAQ,s] in Sodium Chemistry | Chapter 3 | Theory and Applications of Chemistry Vol. 4
The Systemic assessment [SA] strategy changes the assessment
from traditional linear bothering exams to enjoyable puzzle games in the form
of systemics. Systemic Assessment (SA) aims a more effective evaluation of the
systemically oriented objectives articulated by the SATL model. SA raising the
level of student’s academic achievements, increasing students learning
outcomes, develops the ability to think systemically, assesses students’
higher-order thinking skills in which students are required to analyze,
synthesize and evaluate, measures the students' ability to correlate between
concepts with reduced working memory load.
Systemic Assessment Questions (SAQ,s) are the building units of the systemic
assessment. In this chapter, we use SA as a tool to assess student achievement
in inorganic chemistry by taking sodium chemistry as a module. We use five
types of systemic assessment questions, namely Systemic Sequencing Questions
(SSQ’s) Systemic Synthesis Questions (SSynQ, s), Systemic Analysis Questions
(SAnQ, s), Systemic Synthetic-Analytic Questions (SSyn-AQ, s) and complete
Systemics (SCompQs). This chapter is suitable for students at the secondary
level and could be used as an applicable model to assess students learning in
sodium chemistry and other metals of the periodic table by changing the metal.
Author(s) Details
A. F. M. Fahmy
Department
of Chemistry, Faculty of Science, Ain Shams University, Cairo, Egypt..
Professor J. J.
Lagowski [1930-2014]
Department of Chemistry and
Biochemistry, The University of Texas at Austin, TX 78712, Texas, USA..
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