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