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]
Department of Chemistry and Biochemistry The University of Texas **
at Austin, TX 78712
E-mail: [email protected]
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
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)].
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 .
Table (1): Bloom’s taxonomy of skills required at each cognitive
level (4,5 ).
Cognitive
Level
Knowledge
Skills Demonstrated
- Recall of information.
- Knowledge of facts, dates, events,
places.
Comprehension - Interpretation of information.
- Grasping meaning.
Application - Application of methods, theories,
concepts to new situations to solve
problems.
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.
q 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)
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.
q
Put () in front of the correct systemic diagram :
The systemic diagram represents the correct relations
between concepts (AD) is one of the following .
A
a)
B
E
D
A
B)
X
Z
X
Z
(
)
Y
(
)
C
B
E
D
Y
C
A
C)
B
E
Y
C
A
D)
X
Z
X
B
Y
A, B, C, D are concepts.
X, Y, Z, E are relations.
Z
Answer: a ()
)
C
E
D
(
(
)
C
Learning Level: Analysis
Examples:
q 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
(a)
H2/Ni 4
Br2/hv
1
CH3CH2Br
2
aq. KOH
3
Conc.
CH2 CH2
CH3CH2OH
o
H2SO4, 170 C
(
)
CH3CH2Br alco. KOH
1
(b)
dil/H2SO4
2
H2O
Br2/hv 4
CH3 CH3
CH2 CH2
3
HI/ 150oC
CH3CH2OH
(
)
CH3CH2OH
Conc. H2SO4
CH2 CH2
1 170oC
2
(c) aq. KOH 4
CH3CH2Br
CH2 CH2
(d)
alco. KOH
Answer: a ()
3
Br2/hv
CH3 CH3
HBr
1
CH3CH2Br
2
4
CH3CH2Br
H2/Ni
3
Br2/hv
Zn/HCl
CH3 CH3
(
)
(
)
2) The systemic diagram represents the correct chemical relations between
(Fe) an its related compounds is one of the following:
Fe
(a)
FeCl2
HCl
Mg
Fe2(SO4)3
Fe
(b)
Conc. HCl
Conc.
H2SO4
HCl gas

Fe2(SO4)3
Conc.
H2SO4
)
FeCl3
FeCl2
Air/
heat
Mg
(
FeCl3
(
)
Fe
(c)
FeCl2
Air/ 
Cu
Fe2(SO4)3
Fe
(d)
HCl gas

dil/ H2SO4
HCl gas

Fe2(SO4)3
Answer: b ()
Conc. H2SO4
)
(
)
FeCl3
FeCl3
Air/
heat
Mg
(
FeCl2
3)The systemic diagram represents the correct sequence of
physical properties is one of the following:
Li
(a)
Be
1) Increases
2,3) Decreases
1) Decreases
2,3) Increases
C
Li
(b)
1) Increases
2,3) Decreases
1) Decreases
2,3) Increases
1) Decreases
2,3) Increases
B
1) Decreases
2,3) Increases
)
No.
Property
1
2
3
Electronegativity
Metallic property
Atomic radius
Be
1) Decreases
2,3) Increases
1) Increases
2,3) Decreases
C
(
B
(
)
Li
(c)
Be
1) Increases
2,3) Decreases
1) Decreases
2,3) Increases
C
Li
(d)
1) Increases
2,3) Decreases
1) Increases
2,3) Decreases
1) Decreases
2,3) Increases
1) Decreases
2,3) Increases
Answer: c ()
)
B
Be
1) Decreases
2,3) Increases
1) Decreases
2,3) Increases
C
(
B
(
)
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.
q Put () in front of the correct systemics:
Systemics of the relations between concepts (AD) are:
A
a)
Y
A
Z
X
)
b)
C
A
D
(
)
d)
X
B
Y
E
D
Y
Z
(
C
E
B
A
B
E
D
c)
X
Z
X
B
Z
)
(
)
C
D
Y
E
(
C
.A, B, C, D are concepts.
.X, Y, Z, E are relations.
Answer: a, c ()
Learning Level: Evaluation
Examples
1- Systemics of the chemical relations between (Cu, CuO,
Cu(OH)2, CuSO4) are;
q Put () in front of the correct systemics:
Cu
(a)
H2SO4
Conc. / 
NaOH
H2/ red.
CuO
CuSO4

Cu(OH)2
(
)
Cu
(b)
dil
H2SO4 / 
NaOH
H2/ red.
CuO
CuSO4

Cu(OH)2
(
)
Conc. H2SO4
/
Cu
CuSO4
Conc. H2SO4
(c)
H2/ red.
CuO
Cu(OH)2
(d)
heat


Answer: a, c ()
Zn
(
)
Cu(OH)2
CuO
Conc. H2SO4
H2O
Cu
NaOH
CuSO4
(
)
2-
Systemics of chemical relations between
Acetaldehyde, Acetylene, and Ethylene are.
H-C
(a)
HgSO4/dil
C-H
H2SO4, 60oC
H2C = CH2
CH3CH2OH
(b)
Conc. H2SO4
170oC/

Conc. H2SO4
170oC
HgSO4/dil
H2SO4, 60oC
(
)
(
)
CH3CH2OH
H2C = CH2
H2/Pd
H2/Ni
CH3CHO
CH3CHO
LiAlH4
H2/Pd
Ethanol,
H-C C- H
H2C = CH2
(c)
170oC
H2C = CH2
HgSO4/dil
H2SO4, 60oC
Conc. H2SO4
170oC
Answer: a, b ()
HgSO4/dil
H2SO4, 60oC
(
)
(
)
CH3CHO
CH3CH2OH
K2Cr2O7/
Conc. H2SO4
H2/Ni
H-C C- H
CH3CH2OH
K2Cr2O7/
Conc. H2SO4
H2/Pd
H-C C- H
(d)
Conc. H2SO4
CH3CHO
3- Systemics of chemical relations between Oxirane, Aziridine,
Ethanolamine, and Ethylene are:
Ph3P
O
NH3
Cl2/H2O
a)
NH3
HO
OH
N
H
(
)
PhCO3H
O
NH3
b)
HO
(i) Conc.H2SO4 250o
NH2 (ii) KOH (40%)
HONO
N
H
(
)
LiAlH4
O
i) N3
ii) TSCl, H+
iii) B-
c)
NOCl
N
H
CH3CH2OH
Conc.
H2SO4 /
140oC
(
)
Ph3P
O
NH3
d)
H2N
i)Conc.H2SO4250o
OH ii)KOH (40%)
Answer: b, d ()
NOCl
N
H
(
)
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.
q Put () in front of the correct systemics:
Which of the following systemics are true and which are falls:
X
A
a)
Y
E
D
D
c)
Z
X
C
Z
(
)
b)
C
B
B
A
(
)
d)
X
B
Y
E
C
Y
E
A
B
Z
X
D
Z
)
(
)
D
A
Y
E
(
C
A, B, C, D are concepts.
X, Y, Z, E are relations.
Answer: a, b
Learning Level: Analysis
Examples:
q
Which of the following systemics are true and which are
falls:
Cu
CuCl2
heat (O)
Fe
CuSO4
H2SO4
a, (
CuO
CuO
)
Cu(OH)2
)
Na
H2/ red
700oC
H2/700oC
H2/ red
700oC
c, (

b, (
Fe
FeO
NaOH
HCl
)
Fe2O3
H2O
electrolysis
molten
NaCl
HCl
d, (
NaO
)
CH3CH2OH
S
Conc. H2SO4
170oC
HI/P
alco.
KOH
CH2 = CH2
e, (
CH3CH2 I
S
)
COOH
Oxid
K2Cr2O7/
Conc. H2SO4
f, (
S
CHO
)
CH3CHO
S
PhCO3H
Thioure
)
LiAlH4
I2 / KOH
CH I3
Ph3P
g, (
i) DMF, POCl3
ii) ACONa
Cu/ Quinoline

O
Answer: True systemics are (a, b, f, h) ()
I2 / KOH
h, (
)
CH3CH2OH
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.
q 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.