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Session 1 looks at:
• Syllabus aims
• The structure of the syllabus
• Assessment objectives
• The development of different skills
• The difference between formative and
summative assessment
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Aims of the syllabus (1):
Relevance and application
• Relevance of chemistry to everyday life
• The social and economic aspects of
chemistry
• The application of chemistry in solving
problems
• Ethical and cultural influences
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Aims of the syllabus (2):
Practical skills
• Carrying out experiments
• Inventiveness
• Following instructions
• Accuracy and precision
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Aims of the syllabus (3):
Communication and objectivity
• Communication skills are important in
everyday life
• Objectivity is an important part of science
• Science has some limitations and does not
always provide answers
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Structure of the syllabus (1):
Overall structure
• There are 14 sections covering
physical, inorganic and organic
chemistry
• Some sections are divided into
subsections
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Structure of the syllabus (2):
Overall structure
• The Core curriculum is applicable to
all students
• The Extended curriculum builds on
the core material and the relevant
sections are placed next to each
other
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Structure of the syllabus (3):
Overview of curriculum content
• 1 Particles (C + S))
• 2 Experimental techniques (C + S))
• 3 Atomic structure and bonding (C + S)
• 4 Stoichiometry (formulae and equations)
(C+ S)
• 5 Electricity and chemistry (C + S)
• 6 Chemical changes (energetics) (C + S)
• 7 Chemical reactions (rates and equilibrium)
(C + S)
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Structure of the syllabus (4):
Overview of curriculum content (2)
• 8 Acids, bases and salts (C + S)
• 9 The periodic table (C + S)
• 10 Metals (reactivity, metal extraction) (C+S)
• 11 Air and water (including gaseous
pollutants) (C + S)
• 12 Sulphur (S)
• 13 Carbonates (C)
• 14 Organic chemistry (alkanes, alkenes,
alcohols, acids & macromolecules) (C + S)
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Structure of the syllabus (5):
Core and Supplement
• What extra knowledge is required for the
Supplement?
• What extra skills are required for the
Supplement?
• Are there any parts of the Supplement and
Core which overlap?
• Do certain topics appear in more than one
of the sections 1-14?
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Assessment objectives (1):
General assessment objectives
Assessment objective Weighting
• Knowledge with understanding 50%
• Handling information and 30%
problem solving
• Experimental skills 20%
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Assessment objectives (2):
The scheme of assessment
Paper Weighting Discriminating Core or
grades Extension
• Paper 1 30% C-G C
(multiple choice)
• Paper 2 (theory) 50% C-G C
OR
• Paper 3 50% A-D C + E (theory)
• Papers 4 or 5 or 6 20% * C
(practical)
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Assessment objectives (3):
Paper 2 or Paper 3?
• Paper 2 is based on the Core curriculum (80 marks)
Paper 2 targets C-G candidates
• Paper 3 is based on the Extended curriculum (60 marks)
plus 20 marks targeted at the Core curriculum
Paper 3 targets A-C candidates
• Which paper should be chosen?
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Assessment objectives (5):
The importance of practical work
Candidates need to be able to:
• Understand how to carry out practical
procedures
• Record readings and construct tables of
data
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Assessment objectives (6):
The importance of practical work
Candidates need to be able to:
• Undertake tests for gases and ions
• Identify sources of error
• Suggest suitable techniques and
apparatus for an investigation
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Assessment objectives (7):
Coursework (Paper 4)
• There are 4 strands:
• C1 Using and organizing techniques,
apparatus and materials
• C2 Observing, measuring and recording
• C3 Handling experimental observations
and data
• C4 Planning investigations
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Assessment objectives (8):
The role of teachers in practical work
• Provide students with opportunities to develop their practical
skills
• Produce and assist with subjects for investigations
• Sources of information
• Advise students in the practicality of schemes they have
chosen
• Suggest length of time and general treatment of the problem
• Exercise continuing supervision of the assessment
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Formative assessment (1):
Formative and summative assessment
• Summative assessment involves terminal testing and
interim testing
• There is no individual feedback on summative
assessments that involve public examinations
• Formative assessment involves assessing student
progress on a regular basis
• There is always feedback to the student in formative
assessment
• The feedback from formative assessments are used by
the students to improve their performance
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Formative assessment (2):
The nature of formative assessment
• Formative assessment involves an
interaction between the student and
teacher
• The teacher is able to assess progress, for
example by feedback on tests etc.
• True formative assessment encourages
improvement in performance
Display this slide at the beginning of the session
1. It is important that you introduce yourself and outline your experience. The delegates should then introduce themselves and outline their experience. (It is often a good idea to get the delegates to write this information down as it is unlikely you will remember it - unless you already know the delegates, in which case you may wish to skip this slide.) 2. Explain the background to the training , such as: who requested it; where the training is from (a pack acquired from CIE for self delivery, adapted for your own needs); why they are taking part. 3. Explain that the aim of the training is to give teachers a greater understanding of the assessment process so that they will feel in a better position to prepare their students for the examination. By improving teachers’ understanding of the process they will be able to guide and prepare students to help ensure that candidate performance is maximised.
Explain what Session 1 will cover. At this point it may be helpful to clarify with colleagues if there are any misunderstandings or additional expectations of this training.
Using the current syllabus, outline the syllabus aims in terms of relevance. This is also important in terms of ways that questions are set. When set in specific contexts, questions tend to assume a greater level of difficulty as opposed to questions involving straight recall. Chemistry is very important in the production of materials for specific uses. The application of chemistry in solving problems such as dealing with the results of acid rain or cutting down emissions of e.g. sulphur dioxide are sometimes the result of the detrimental effects of industry. The environmental impact of chemistry is often reflected in examination questions.
Explain that practical skills such as setting up apparatus and carrying out experiments have application far beyond chemistry. Inventiveness may arise from ways of arranging a workable apparatus from scratch or planning an experiment from scratch (required for Paper 4). The ability to follow either written or verbal instructions is a skill which has to be learnt like any other. Accuracy is described in relation to the accuracy of the apparatus used. It is no good expressing average results to 2 decimal places if the degree of accuracy of the measuring instrument is only to one decimal place. Precision can refer to written explanations as well as numerical accuracy.
Go over these aims briefly. Communication skills involve accuracy as well as fluency. Examples related to the examination include: correct use of scientific language in answering questions writing answers which are concise and to the point not contradicting oneself. These skills are especially important when answering open-ended questions such as ‘Describe how lead(II)nitrate crystals could be prepared from dilute nitric acid and lead nitrate?’ Communication skills also include drawing good labelled diagrams to get the information across. Objectivity involves seeing both sides of an argument. This may well be reflected in examination questions related to environmental chemistry such as the burning of fuels e.g. we need fuels for a variety of uses – it is not good enough just to dwell on the negative aspects e.g. global warming/ acid rain. Similarly, there are points both for and against the use of nuclear power and the extraction of minerals by quarrying. That science does not always provide immediate answers is clear from our poor knowledge of issues such as global warming. Science also takes time to catch up with its own developments (e.g. the production of plastics creates environmental problems which still have not been solved). In addition, social, ethical and economic interests may limit the application or development of science in certain areas.
Explain the basic structure of the syllabus. Delegates should refer to the most recent syllabus for the information. Ensure that the delegates realise that the supplement material is only relevant for those revising for the Extended Theory paper. (Of course this does not preclude all students accessing it.)
Many delegates may already be familiar with the structure of the syllabus so this and the next two slides may be dealt with fairly quickly. Some sections do not have core material e.g. section 12 on sulphur and section 14 on macromolecules.
This slide gives an overview of the sections and whether the Core (C) or Supplement (S) are accessed. It is worth noting that some of the subsections do not access the Supplement e.g. 3.1 (atomic structure and the Periodic Table). Some subsections relate to Supplement material only e.g. 4.1 (the mole).
This slide gives an overview of the later sections of the syllabus and whether the Core (C) or Supplement (S) are accessed. It is worth noting that some of the sections do not access the Supplement e.g. 13 (carbonates). Some sections and subsections relate to Supplement material only e.g. 12 (sulphur) and 14.7 and 14.8 (acids and macromolecules).
Explain to delegates that they should use their copies of the syllabus to try to answer these questions. If time is short, delegates should do this in their own time. A handout (Handout 1.9) is available. The extra knowledge required for the Supplement is sometimes distinct from the Core e.g. the mole concept, the uses of sulphur and the manufacture of sulphuric acid, organic macromolecules. The extra skills required may be higher mathematical (for mole calculations and balancing more complex equations) or require a deeper understanding e.g. covalent and ionic bonding and descriptions of electrolysis in terms of electrode reactions. Some parts of the Core and Supplement overlap to a small extent e.g. in 3.2(a) ionic bonding between group I and VII atoms is required for the Core, whereas the Supplement extends this to include metallic and non-metallic elements. In section 4, simple balanced chemical equations are required for the Core but for the Supplement removes the word ‘simple’. Such nuances should be looked for when comparing the Core and Supplement. In 9.2 trends in group properties are required for the halogens in the Core material but for the Supplement, this is extended to trends in other groups (given relevant information). The difference here is between possible memorizing the trends for one group and extracting the information for any group. Some ideas appear in more than one section. Obviously equations and atomic structure are related to most sections but other links such as those between aluminium in sections 5, 8.4 and 10.3(b) and petroleum in sections 2.2(b) and 14.2 could form the basis of a teacher’s scheme of work. In addition, there are several sections where a given topic could be accessed. (e.g. acid rain is relevant to air pollution; acids and bases; and sulphur compounds).
Discuss each of these Assessment Objectives in detail Knowledge and understanding … means the candidate will know terms, concepts, facts, definitions and theories related to the chemistry syllabus. The candidate will be able to use correct scientific vocabulary and apply the correct units and symbols accurately. Understanding of these facts, concepts, etc. will be demonstrated in answers to questions in as diverse fields as environmental, social and technological applications of chemistry. The candidate will clearly show that they have not just learned definitions but really understand what the concepts mean by using them appropriately or describing them in detail. They will also show that they know and understand practical techniques and how and why they are used. They will demonstrate this by describing them or explaining them in answer to questions. Drawing labelled diagrams to explain answers is also a valid method of explanation. The key words for this objective are ‘define’, ‘state’, ‘describe’, ‘outline’. In any one exam, the % of recall should not be more than 25%. Handling information and problem solving These involve selecting and organising information and manipulating data from one from to another as well as describing patterns and drawing conclusions. Problem solving is an important area in this objective and involves calculations as well as reasoning skills. The key words for this objective are: ‘predict’, ‘suggest’, ‘calculate’, ‘determine’. Experimental skills These include using apparatus, recording observations, evaluating experimental data and (for Paper 4) planning investigations.
Referring to the scheme of assessment in a copy of the current syllabus, talk through the structure of the examination. Make sure all delegates are clear about the weightings and discriminating grades. The discriminating grades for the practical papers are not put in the syllabus. There are no separate descriptors for A-G given and that is why they are not given in the slide. However, since the whole range of candidates must do one or other of the practical papers, A-G is the range of candidate standards expected. Note that the only extension material required is from Paper 3. A* grades will be obtained from candidates who do exceptionally well overall.
Candidates should be entered for the appropriate paper. You should discuss the advantages and disadvantages of the appropriate Paper entry for potential C/D grade candidates. Teachers will be aware of the level of achievement of their students by continuous formative assessment and can thus make an informed decision based on this, with the co-operation of the student (see process of formative assessment later). A student who has an A/B profile should obviously be entered for Paper 3. Students who are not likely to reach a grade C should be encouraged to take Paper 2. In general the easier questions are put near the beginning of a Paper and if a D (or lower) candidate feels that he or she has performed well on the E/F-targeted questions near the beginning of Paper 2, then there is a psychological advantage and the candidate is more likely to perform well in later (C-graded) questions. In Paper 3, the easier questions are targeted around grade C/D level and if such candidates find these difficult, then they are at a disadvantage when tackling higher level questions and may well become demoralised. The difficulty comes with potential C/D-grade candidates. A good C-level candidate (one who has achieved a few B-grades in interim tests etc) should be advised to take Paper 3, but students who have a few D-grades in interim tests might be better advised to enter for Paper 2 so they can better show what they can do (rather than what they can not). The importance of formative assessment in this entry process is seen to be critical. It should be noted that there is no difference in difficulty between a C grade question on Paper 2 and a C grade question on Paper 3.
Ensure that delegates understand that they cannot enter candidates for Paper 4 (school-based assessment of practical skills) without the relevant training of the teacher assessing the work and approval by CIE. The Practical Test (Paper 5 - questions covering experimental and observational skills in a practical situation) requires a limited apparatus list as stated on p14 of the syllabus – the students do the practical under controlled conditions and record the result of their practical work on the exam paper. The teacher in charge should ensure that the practical procedures work beforehand and report any problems on the separate sheet provided. Note that accreditation and training for marking coursework is delivered by distance training using the IGCSE Sciences Coursework Training Handbook, which can be ordered from CIE Publications. Paper 6 (written paper on experimental procedures and paper observational skills) is most suitable for those centres which do not have access to sufficient apparatus for each student. A written assessment about practical procedures is set which is closely related to Paper 5. The requirements are explained in p15 of the syllabus. Ensure that delegates understand the importance of safety procedures by referring to any local or national health and safety information. When students are being assessed in Paper 6, safety is considered as part of skill C1. Similar considerations should be given in any practical situation for the safe manipulation of apparatus and the use of appropriate chemicals. Acid and alkalis should also be at the appropriate concentrations for IGCSE.
Explain that first-hand experience of practical work is an important factor in students’ understanding. Students not only learn by doing experiments themselves but also by seeing good demonstrations of practical procedures. In fact, a good demonstration is often preferable, since the students’ minds are focused on what is happening rather than what they are doing. Questions on practical procedures appear in the theory papers as well as in the practical examinations (e.g. explaining how to conduct experiments, naming apparatus, graph plotting etc). It is for this reason that teachers should be encouraged to undertake practical work wherever possible, including the recording and interpretation of results and the identification of errors. Explain that the Alternative to Practical (Paper 6) is a written paper about practical procedures. As far as possible, the paper is based on the material from Paper 5, so that parity in the standard of achievement is maintained.
Some points about the similarities and differences between these two Papers may be made. For example drawing graphs, interpreting results and making conclusions are common to both papers. Identifying sources of error is relevant both papers, but it is perhaps more demanding in terms of Paper 6 when there is no apparatus in front of the candidates. There is a distinction between the completion of tables of data between Paper 5 and 6. In Paper 5, a table of tests for ions and gases is provided to allow analysis of what has been observed during the practical procedure. In Paper 6, however, no table of ions and gases is provided so that the candidate has to remember these and fill in the appropriate gaps in the table of results which are given or vice versa. Ensure that delegates understand the importance of safety procedures by referring to any local or national health and safety information. When students are being assessed in Paper 6, safety is considered as part of skill C1. Similar considerations should be given in any practical situation for the safe manipulation of apparatus and the use of appropriate chemicals. Acid and alkalis should also be at the appropriate concentrations for IGCSE.
Remind delegates that in order to do coursework, they have to be trained and accredited by CIE. Note that accreditation and training for marking coursework is delivered by distance training using the IGCSE Sciences Coursework Training Handbook, which can be ordered from CIE Publications. Although coursework requires a considerable input on the part of the teacher, Centres which carry out this type of assessment, often consider that their candidates benefit more from this in terms of (i) gaining higher marks (ii) gaining increased practical expertise. Strands 2 and 3 are common to the practical assessments of all Papers 4-6, although in Paper 4, it is more formalised in terms of descriptors (see p16 in the syllabus). The planning aspect of coursework (C4) is the major difference between this Papers 5 and 6 and requires considerable thought in terms of availability of apparatus and the way students are going to plan their investigations from scratch with the minimum of help. When students are being assessed in Paper 6, safety is considered as part of skill C1.
Although this slide focuses mainly on Paper 4 (coursework), teachers should provide opportunities whenever possible for their students to undertake practical activities and see at first hand demonstration experiments. It should be stressed that this can only be carried out with written approval from CIE and relevant training. Paper 4 requires considerable planning on the part of teachers and students. Teachers should be advised to test out possible experiments beforehand in order that students do not waste time. Teachers should also to suggest how practical their ideas are in terms of workability. Sources of information may include information from books and the internet. Help about materials available to the student may also be necessary, especially if apparatus and chemicals are only available in small quantities. Supervision of the practical assessment has a least 4 strands: - Monitoring student progress as the practical proceeds - Preventing plagiarism and checking that the written work is done by the candidate unaided - Ensuring that the syllabus requirements are fulfilled and specific criteria are satisfied - Providing the students with a suitable starting points depending on their capabilities - Ensuring that students carry out experiments safely.
How do you know if your students understand your teaching? Continue by discussing that a lesson structure should have an aim clearly set out at the start of the lesson . To know if you and your students have achieved that aim then you must have some sort of assessment built into the lesson plan. It can be as informal as a question and answer session . How do you assess students’ progress? Ask colleagues to write all the other forms of assessment they use. Discuss their effectiveness in terms of identifying if they fulfil all the needs of formative assessment as outlined above. The assessments that are likely to be considered are: question/answer, observation, marking of homework, short tests (multiple choice/short answer/longer answer), self and peer assessment of presentations, group work or role play.
Explain that there are many ways of assessing students either as a group or individually. The essential characteristic about formative assessment is that there is a feedback to the student by the teacher and this feedback is used with the idea of improving the performance of the student. Without the latter, the assessment cannot be said to be formative.
Explain that for formative assessment to be useful, the student should learn something positive from the experience. For example, marking should not be used just as a blunt tool for obtaining student grades to see how they are progressing, but should include positive feedback (see slide 23). Feedback on tests should include not only the correct answers but the reasons why the answers were correct (or incorrect). Target setting: SMART targets are steps towards reaching specific goals. Students could be given specific goal to aim at over a fixed time period. They can be explained as follows: - S pecific: state exactly what needs to be done e.g. learn a specific section of work/ learn how to balance equations - M easurable: most easily done by a specific test/ piece of work to test understanding - A chievable: the target should be simple enough to be met within a short period of time e.g. two weeks - R ealistic: the task set will depend on the level/ grade at which the student is working – it is counterproductive to set tasks which make students feel that they have not succeeded - T ime-related: the length of time the student is given to complete the task is specified. You may need to check up on how the task is going from time to time. Students may also evaluate how they think they are progressing by individual discussion with the teacher. It may be the case that the student’s view of his or her progress differs from the teacher’s view. Handout 1.19 (How much formative assessment do you do?) is available for delegates can do in their own time if necessary.
Closing comments Discuss with delegates that they should now be familiar with the syllabus and have started to consider how they will use this knowledge to enhance their teaching and assessment methods. Emphasise that teaching methods should develop the skills as outlined by the assessment objectives. E.g. teaching methods should develop the skills of application and formative assessment methods should assess the extent to which this skill has been developed.
