Systemic Assessment as a new tool for assessing students learning in Heterocyclic Chemistry

Abstract

Systemic Assessment [SA] has been shown to be highly effective new tool in raising the level of students academic achievements, improve their ability to learn by enhancing the process of teaching and learning, and converts students from surface to deep learning. It also allow teacher to monitor students learning throughout the course and gives him the ability to make necessary adjustments to improve learning. SA strategy changes assessment from linear bothering exams to enjoyable puzzle games by dealing with systemic assessment diagrams. The aim of the systemic assessment (SA) of learners in heterocyclic chemistry is to introduce an efficient evaluation of the systemic- oriented objectives of the [SATL-Heterocyclic Chemistry] model & effective tool for assessing students' meaningful understanding of heterocyclic chemistry topics in the tertiary level .Systemic Assessment Questions SAQ,s are the building unites of the systemic assessment .It measures the students' ability to correlate between hterocycles and to discover new relations between them. In this issue we use SA as a tool to assess the student achievement in heterocyclic chemistry by choosing five types of systemic assessment questions, namely Systemic Multiple Choice Questions (SMCQ,s), Systemic True False Questions (STFQ,s) ,Systemic Matching Questions (SMQ,s) ,Systemic Sequencing Questions (SSQ,s),and Systemic Synthesis Questions (SSynQ, s). [African Journal of Chemical Education—AJCE 5(2), July 2015]