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Student Assessment for Sustainable Design

Student Assessment for Sustainable Design. Ben Oberhand B.A. Environmental Studies, UCSC 2012 Tamara Ball, Ph.D. Post Doctoral Researcher James Barba B.A. Politics and Legal Studies, UCSC 2012. The Packaging Lab.

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Student Assessment for Sustainable Design

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  1. Student Assessment for Sustainable Design Ben Oberhand B.A. Environmental Studies, UCSC 2012 Tamara Ball, Ph.D. Post Doctoral Researcher James Barba B.A. Politics and Legal Studies, UCSC 2012

  2. The Packaging Lab • Administered at the beginning of the quarter and a component of the final exam. • Students examine 4 packaged products. • Can of tomatoes • Box of tea bags • Carton of eggs • Packaged Goldfish crackers • Students are asked to rank (best-worst) which packaging is most sustainable. • Students must support their claim by stating: • Attributes and Decision Criteria • What else you need to know • Repeat process within a group and re-rank packages.

  3. The Packaging Lab Cont’d • The packaging lab is used as a diagnostic tool to assess the students understanding of LCA concepts. • PRE/POST • Pre was the initial lab exercise. Students not expected to have high scores. • Post is administered in the final exam. Look for a change in scores. • Goal: Learn how to streamline assessment process

  4. Image of exam 1. Tomato Can 2. Tea Box 3. Egg Carton 4. Goldfish Each box is determined to have a “qualified”, “partially qualified”, or “unqualified” answer. All responses recorded in database.

  5. Breadth/Depth for LCA = important • Student responses were categorized as being more or less sophisticated (also “depth”) • What does this mean & how did we score? • Qualified, Partially Qualified, Unqualified Recyclable>> energy intensive to recycle >> fossil fuel from the middle east used to recycle. • Specificity within a theme: breaking down phases of LCA • Awareness of contingencies (ex. Package is reusable if taken care of by consumer. • Not treating the package as a unified whole, but recognizing that different components have different implications (ex. Plastic bottle cap is made a different plastic than bottle).

  6. Scoring Rubric- Breadth vs. Depth • Breadth Categories: determined by researched phases of LCA. • 6 breadth categories in BOLD. Depth follows breadth-category. • Source: Finite or renewable, rare accessible, energy needed. • Processing: Extraction, manufacturing & production. • Transportation: includes pre-production shipping & post-production distribution. • Design & Quality: aesthetics, functionality/design, & durability. • By-Products & Externalities: damage to ecosystems, toxicity, health, & welfare. • End-of-Life & Recycling: where does it physically end up, in what state, & inputs.

  7. Low level ResponsesIndicated in RED Topics 1-6 Source Processing Transportation Design & Quality By-Products & Externalities End-of-Life

  8. mid level ResponsesIndicated in YELLOW Topics 1-6 Source Processing Transportation Design & Quality By-Products & Externalities End-of-Life

  9. High Level ResponsesIndicated in GREEN Topics 1-6 Source Processing Transportation Design & Quality By-Products & Externalities End-of-Life

  10. Results by Point Threshold for Pre Each student had a number of responses in each level of sophistication. We set thresholds to show what percentage of their responses were in the respective qualifiers. The three thresholds were 0-25%, 37.5-50%, and 62.5-100%.

  11. Results by Point Threshold for Post Each student had a number of responses in each qualifier. We set thresholds to show what percentage of their responses were in the respective qualifiers. The three thresholds were 0-25%, 37.5-50%, and 62.5-100%.

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