Systemic assessment [SA] as a tool to assess student achievements in inorganic chemistry Part-I: sodium chemistry

Abstract

Systemic Assessment (SA) aims at a more effective evaluation of the systemic oriented objectives articulated by 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 unites of the system icassessment. In this issue we use SA as a tool to assess the student achievement in inorganic chemistry by taking sodium chemistry as a module. We use four types of systemic assessment questions, namely Systemic Synthesis Questions (SSynQ, s), Systemic Analysis Questions (SAnQ, s), Systemic Synthetic-Analytic Questions (SSyn-A Q, s), and complete Systemics (SComp Qs). [African Journal of Chemical Education—AJCE 5(1), January 2015]