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Use of a Survey-Test To Assess Student Learning In Dendrochronology Paul R. Sheppard

Use of a Survey-Test To Assess Student Learning In Dendrochronology Paul R. Sheppard Laboratory of Tree-Ring Research University of Arizona sheppard@ltrr.arizona.edu. GEOS. 220 Environmental History of the Southwest. Environmental, cultural history of SW

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Use of a Survey-Test To Assess Student Learning In Dendrochronology Paul R. Sheppard

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  1. Use of a Survey-Test To Assess Student Learning In Dendrochronology Paul R. Sheppard Laboratory of Tree-Ring Research University of Arizona sheppard@ltrr.arizona.edu

  2. GEOS. 220Environmental History of the Southwest • Environmental, cultural history of SW • Discover past using historical science techniques • Tree-ring analysis • http://tree.ltrr.arizona.edu/skeletonplot/ introcrossdate.htm

  3. What I Wanted to Know • Student demography: • Class standing? • Science major? • Prior experience crossdating? • Prior experience computer-based learning modules?

  4. What I Wanted to Know • Negotiating applet, explanatory pages: • How long did it take? • Read the manual? In what order? • Try extra settings?

  5. What I Wanted to Know • Comprehension of crossdating: • Why not ring counting? • Make marks for every ring? • Can dead trees be crossdated? • Must skeleton plots be identical? • Can all tree-ring samples be crossdated?

  6. Survey-Test Strategy • Overall test scores • Average performance • Variability • Good, poor responses • Subgroup comparisons of scores • Student demographics • Execution of applet • Negotiation of entire packet

  7. Overall Test Scores • Good comprehension for beginners

  8. Poor Responses • Sensitivity vs. complacency • Was not required • Crossdating essentially pattern matching • Distracters were too effective • All tree-ring samples crossdateable • Doesn’t always work

  9. Subgroup Responses • Seniors did best • Computer experience had no effect • Lack thereof didn’t hinder success • Moving objects: • Easy: scored high • Hard: scored low • Time doing applet: • <20 minutes: scored high • <20 minutes: scored low

  10. Subgroup Responses (cont.) • Navigating explanatory pages • Order given or randomly: no difference • Bog down? • 1/3rd became frustrated • Accidentally changed master plot

  11. Things I Learned • Capability to change master plot • How and why to move objects • Survey-test combination is useful for assessment

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