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Seminar on TAS for AL

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9:45 Learning, Teaching & Assessment of Practical Skills, Assessing Area A, Mr W C HO, EMB ... Rinses out burette taking care to rinse jet. Clamps burette vertically ... – PowerPoint PPT presentation

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Title: Seminar on TAS for AL


1
Seminar on TASfor AL ASL Chemistry
Practical22 October 2005
2
Programme
  • 900 Registration / Exhibition
  • 915 Introduction to Chemistry TAS
  • Dr T M Li, HKEAA
  • 945 Learning, Teaching Assessment of
    Practical Skills, Assessing Area A, Mr
    W C HO, EMB
  • 1045 Break
  • 1055 Assessing Techniques, Resources on
    Practical Chemistry Mr W C HO, EMB
  • 1145 Experience Sharing Mr C K
    Leung, NTHKY Yuen Long District Sec School
  • Mr KM Chan, TWGHs Mrs Wu York Yu Mem
    College

3
Why TAS?
  • Drawbacks of practical examination(QA VA)
  • More relevant and greater variety of expts in TAS
  • Convey the excitement and wonder of Chemistry
    through practical work
  • Reinforce understanding and knowledge of theory
  • Develop practical and generic skills

4
Purpose of Assessment
  • Assessment for Learning ???????
  • Provide information about the progress of
    students in relation to knowledge, skill and
    understanding
  • Identify where emphasis needs to be made to the
    next stage of learning

5
Improve Learning through Assessment
  • Key factors identified by research
  • the provision of effective feedback to pupils
  • the active involvement of pupils in their own
    learning
  • adjusting teaching to take account of the results
    of assessment
  • a recognition of the profound influence
    assessment has on the motivation and self-esteem
    of pupils, both of which are crucial influences
    on learning
  • the need for pupils to be able to assess
    themselves and understand how to improve.
  • Assessment for Learning Beyond the Black Box
  • Assessment Reform Group, UK

6
Teaching vs Assessment
  • Which goes first?
  • Teach to learn
  • teaching goes before assessment
  • provide sufficient instructions and practice
  • relate practical to theory
  • arrange practical as and when appropriate
  • provide feedback for learning e.g post hoc
    discussions on experimental results, procedures,
    etc.

7
Criteria in Assessing Area A/.. Manipulative and
observation skills, general bench performance
  • Methodical Working ???????
  • correct sequence of operations, efficient use of
    time, etc.
  • Experimental Technique
  • correct safe handling of apparatus chemicals,
    and carrying out operations (observe students
    directly or based on comparison with target
    values)

8
Criteria in Assessing Area A/.. Manipulative and
observation skills, general bench performance
  • Skills in Observation
  • read scales on instrument to the correct degree
    of accuracy
  • correct observations (dichotomous judgement)
  • recognise relevant and irrelevant observations
  • use a control to tell whether a change has
    occurred (oral questions/written record)
  • Manual dexterity??????
  • Orderliness

9
Assessment in Practice
  • Marking scheme
  • Overall impression (Descriptors), holistic
  • Be objective and unbiased
  • Independent assessment of different skills
  • Professional Judgement
  • Prioritise skills to be assessed

10
Making Assessment Criteria /..
  • 5 major criteria for Ability Area A
  • Operation of a single piece of apparatus
  • Carrying out experimental procedures
  • Reading and measurements of different instruments
    / apparatus
  • Observational skills
  • General bench performance
  • depends on the experimental situations (e.g.
    Analysis of SO2 in Wine)

11
Acid-base Titration
  • Marks may be allocated by taking into account of
    the following
  • Rinses out burette taking care to rinse jet
  • Clamps burette vertically
  • Fills jet of burette up before starting titration
  • Uses pipette filler correctly
  • Pipettes exactly 25 cm3 of dilute sodium
    hydroxide
  • Transfers exactly 25 cm3 of dilute sodium
    hydroxide to conical flask without spillage
  • Adds dilute sulphuric acid in suitable amounts
    from burette
  • Continually swirls the flask during the addition
    of the acid
  • Works safely
  • Works tidily
  • (Earl Wilford, Practical Assessment in Advanced
    Chemistry)

12
Making Assessment Criteria
  • Assessment Activity 1
  • Cross check with general descriptor criteria
  • Better for teachers to develop their own set of
    assessment criteria to promote teacher
    professionalism
  • Assessment Grid for a no. of students in an
    assessment occasion

13
Time-out
  • ????

14
Criteria in Assessing Area B/..Presentation of
data, interpretation of results, planning of expts
  • Accurate recording of observations
  • Present results properly and systematically
  • Use correct units and appropriate no. of sig.
    fig.
  • Understand principles efficient calculations
    aware of sources of errors in quantitative work
  • Recognise the reactions involved draw relevant
    conclusions in qualitative work
  • Students ability to plan and carry out experiment

15
Assessing Area B/..Presentation of data,
interpretation of results, planning of expts
  • Assessed by
  • written reports, questioning, short quiz etc.
  • Train students to organise and present their
    ideas in a logical and systematic manner
  • Students own words and reflect their
    understanding
  • Vary regularly the information in the lab manual
    to avoid plagiarism
  • Feedback
  • grades/marks/comments, helps students know their
    learning progress

16
Assessment Activity 2Area B
17
What is Practical Work?
  • Not merely as a practical activity doing things
  • Essentially to be about thinking
  • trying to understand the relations between
    evidence and theory
  • stimulate and challenge pupils
  • Cognitive skills
  • Recall
  • Understanding (explain)
  • Higher Skills (analysis, synthesis evaluation)
  • Example Heat of Hydration of CuSO4

18
Comparison of the rates of hydrolysis of
haloalkanes
  • Experiment Instructions
  • Devise a small scale experiment to compare the
    rates of hydrolysis of the bromoalkanes given.
  • Write a brief plan of the experiment you intend
    to carry out and hand this to your teacher.
  • Carry out the experiment and using the evidence
    you obtain place the three compounds in order of
    increasing rate of reaction.
  • At the conclusion of your experiment note any
    modifications you made while carrying it out and
    hand these to your teacher along with your
    derived order of reaction.
  • (Earl Wilford, Practical Assessment in Advanced
    Chemistry)

19
Comparison of the rates of hydrolysis of
haloalkanes
  • Assessment Criteria
  • Eye protection
  • Ethanol is used as a common solvent
  • Equal quantities of ethanol, haloalkanes, silver
    nitrate solution
  • Correct order of addition of reagents
  • Time from first addition of silver nitrate
    solution or haloalkane
  • Time for first precipitate to appear
  • Correct relative order of hydrolysis
  • Suitable modifications

20
Incorporating Inquiry into Expts
  • Choose expts that
  • address simple concepts
  • can be completed using familiar equipment
  • can be safely conducted e.g. microscale
  • where the data can be pooled by the class and
    leads to final results
  • Inquiry - an active engaging process that mimics
    the work done by actual scientists (NSTA)
  • Require students to design some or all of the
    procedures (ownership and motivation) autonomy
  • Increase the opportunities for students to think
    about the data they should collect and their
    presentation

21
Inquiry-based Experiments
  • Exemplar Individual Investigations, Salters
    Advanced Chemistry (http//www.york.ac.uk/org/seg/
    salters/chemistry/investigation/investigations.htm
    )
  • Inquiry-base Experiments in Chemistry
  • Calculating Heat of Solution
  • Identifying Unknown Solutions
  • Brown versus White Eggshells
  • Effect of Temp on the Rate of a Clock Reaction
  • Creative Problem Solving in Chemistry
  • A Black Solid (C CuO)
  • Making Copper (from Cu(NO3)2)

22
Assement Criteria in UK
23
Microscale Chemistry Expts
  • R. G. Silberman L. T. Eubanks. (1996). ACS
    Small-scale Laboratory Assessment Activities.
    ACS.
  • Microscale equipment and methods
  • reduce time and expense
  • become possible to develop activities that test a
    students laboratory thinking skills and use
    problems posed in the laboratory as true
    assessment tools

24
Assessing Project Work
  • Inquiry-based expts, Investigation, Project
  • Encourage students to learn by exploration
  • Include designing experiment, investigation and
    written report
  • Develop their skills in problem-solving,
    planning, data handling, organisation and
    presentation
  • Guidelines for students Nuffield tutorials on
    investigation (http//www.chemistry-react.org/go/T
    opic/Default_4.html)
  • Criteria in IS proposal plan (15), Process
    (30), Report writing conclusion (30),
    Evaluation and reflection (15), Attitude (10)
  • Each project equivalent to a max of 3 expts (1 A
    1 B)
  • 1 report for each group work, request
    presentation for assessment B of individual
    students

25
Scoring Rubrics to Evaluate Student Inquiry
  • Define the end product of inquiry e.g.
    portfolios, research report, laboratory
    practicals and student demonstrations, student
    journals, concept maps
  • Decide criteria and weight expect tasks,
    behaviours, and skills and setting standard
    levels at which students must perform eliminates
    or reduces guesswork on students part concerning
    how they will be graded
  • Decide who will assign the grade e.g. expert
    judging (supervisors sheet), self-evaluation and
    peer evaluation
  • Lunsford E Melear C T (2004) Journal of College
    Science Teaching, Sept, pp.34-38

26
Rubric for evaluating a research report
27
Student Self-assessment
Forster, M Master, G (1996) Projects Assessment
Resource Kit
28
Peer Assessment
  • Student ______________ has contribute to the
    groups work in the following ways

Habeshaw, S Gibbs, G Habehaw, T (1998)
Interesting ways to assess your students
29
Practical Chemistry Resources
  • Exemplars of Learning Teaching Activities for
    Sixth Form Chemistry Curriculum,
    http//resources.emb.gov.hk/science/chem.htm
  • Resource Book for Sixth-form Practical Chemistry,
    CUHK
  • TAS Corner (http//cd.emb.gov.hk/sci)
  • ???????????
  • Reference Books (Adv Practical Chem, NAS, Classic
    Chem Expts, etc)
  • Internet Resources
  • Datalogging expts, Diocesan Girls
    Schoolhttp//www.dgs.edu.hk/QEF_Sc/Chem/experimen
    ts.htm
  • Journals e.g. Chem Review, Chem 13 News
    (http//sciborg.uwaterloo.ca/chem13news/index.html
    ), Education in Chemistry, ????

30
Videos on Practical Chemistry
  • Demonstrate a new technique during lab class
  • As a resource for students in pre-lab assignments
  • As a review of a specific technical procedure
  • Quality assurance of laboratory techniques
  • http//cd.emb.gov.hk/sci/chemistry/tas/videos.htm

31
Recurrent Grants for TAS
  • Purpose
  • Purchase of chemicals, glassware and consumable
    items
  • Minor repair/replacement of advanced level
    chemistry equipment
  • Eligible for government, aided and caput schools
  • Constituent Grants of
  • Operating Expenses Block Grant ??????????for
    Aided Schools (Adm Circular No. 27/2000 CM
    No.161/2005)
  • Subject and Curriculum Block Grant for Government
    Schools ???????????????School Finance Account
    Circular No.2/2000
  • Provisional payment and adjustment
  • AL HK 2,483 per class per annum (2005/06)
  • ASL HK 1,621 per class per annum (2005/06)
  • Split-class Teaching in Sixth Form
  • Estimates for 2005/06 Applications for Grants
    Aided Secondary Schools (CM No. 27/2005)

32
Operating TAS
  • How much should students be informed?
  • Application for operation of new course (via REO)
    and 1st participation in public examination (via
    HKEAA)
  • Laboratory facilities and equipment
  • Choosing experiments
  • Syllabus suggestions, TAS requirements
  • Educational value, safety, availability of
    chemicals equipment, teaching time, etc.
  • Variety, Cook-book or Inquiry based
  • Arrangements
  • Tryout of expts, coordination with LTs, oral and
    written instructions to students, distribution of
    chemicals equipment, laboratory reports, etc.
  • Students with physical disabilities

33
Instant Lab Report
  • Post lab reports - focus students attention on
    producing good finished reports
  • Reports at the end of practical
  • students are likely to work faster, try to make
    more sense of what they are doing, make more
    observations and record them in better organised
    notes, and take more care when recording data,
    pick up obvious errors, time to do the work again
    and correct it
  • Adjust the assessment criteria so that full
    recording of procedures and results will carry
    more weight than neatness
  • Free students afterwards to do something more
    constructive
  • (Habeshaw et al, Interesting Ways to Assess Your
    Students)

34
Assessment Enhances Learning if it
  • Encourages intrinsic motivation
  • Builds confidence
  • Gives a sense of ownership and control
  • Provides detailed feedback constructively
  • Encourages collaboration between students
  • Prof. Patricia Broadfoot, U of Bristol

35
http//resources.emb.gov.hk/science/chem.htm
36
Thank you!
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