Teachers’ Assessment Scheme
(Chemistry)
Experience Sharing
18 – 10 - 2007
NG Kai Bun, Anthony
[email protected]
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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.
4
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 ??
7
• For teacher :
• Limited time in teaching
• Limited time in marking experiment
reports
• How to choose some good
experiments for our students
• Poor learning behavior
8
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
(100%)
(100%)
TAS
(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
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• 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
Strengthening the
confidence of teachers
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• Well prepared for experiment (pre-lab)
• Collecting interesting / useful
experiment manual
•  cdi (chemistry)/universities’
website
•  book suppliers
•  reference book
•  attending seminars
•  sharing experience with other
teachers
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
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