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.
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..