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Assessment of Student Learning in Geoscience Courses

Explore assessing student learning in geoscience classes using Bloom's Taxonomy and open-ended questions. Rank questions and exercises, apply rubrics, and review case studies.

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Assessment of Student Learning in Geoscience Courses

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  1. SERC Woburn Workshop Assessment of Student Learning in Geoscience Courses David McConnell Department of Geology & Environmental Science University of Akron May 2008

  2. Introductory Exercise  Examine the six questions on page 2. Assume you are a student in classes where these questions would be appropriate. Rank the questions from the easiest to most challenging based on the character of the question and nature of knowledge needed to answer it correctly.

  3. Assessment of Learning Goals Teaching and learning goals can be ordered using Bloom’s Taxonomy memorization and recall understanding using knowledge taking apart information reorganizing information making judgements Knowledge Comprehension Application Analysis Synthesis Evaluation Content Concepts Higher-order thinking Open-ended questions can be used for all categories.

  4. Open-ended Question Stems Bloom’s Level Question Stems 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation What is . . . ?Who, what, when, where, ...?Describe . . . What would happen if . . . ? What does . . . illustrate about . . .?What is analogous to . . . ? How could . . . be used to . . . ? What is another example of . . . ? How does . . . affect . . . ?What are the differences (similarities) between . . . ?How does . . compare or contrast with . .? What is a solution for the problem of . . . ?How would you plan a new . . ?How does X relate to Y? Why is . . . important?What is the best . . . , and why?Do you agree/disagree that . . . ? King, A., 1995, Teaching of Psychology, v. 22, p. 13-17.

  5. Introductory Exercise  Review the six questions on page 2. Rank the questions using Bloom’s Taxonomy. (See Summary of Bloom’s Taxonomy on page 4 if necessary.)

  6. Assessment of Learning Goals Review examples of exercises used in an Earth Science course at UA and place each exercise into one of the six Bloom’s categories using the table on page 5. Knowledge Comprehension Application Analysis Synthesis Evaluation memorization and recall understanding using knowledge taking apart information reorganizing information making judgements

  7. Bloom’s Taxonomy Exercise Examples Complete the scoring table on page 5

  8. Assessment of SERC Woburn Site Learning Module 4: Ground-Water Hydrology • The water-level data presented on the two maps represent information at discrete locations in the aquifer. Contouring these data requires interpolation between the known data points to produce a continuous surface known as a potentiometric surface. Using the guidelines given in the Chute reference, construct potentiometric surface maps for both sets of water-level data. Which Bloom’s Level is represented by this exercise?

  9. Assessment of SERC Woburn Site Learning Module 2: Investigating Cancer and Clusters After reviewing the module information on cancer and reviewing information specific to the Woburn cancer cluster, answer the following questions. • The Massachusetts Department of Health referred to the occurrence of cancer in the plaintiff's neighborhood as a "cluster". What is a cancer cluster and how does the medical community define a cluster? Which Bloom’s Level is represented by this question?

  10. Assessment of SERC Woburn Site • Learning Module 1: Timeline of Events • From the highlighted readings (Effective Expert Witness, Matson, 1999), the author provides suggestions and guidance on methods for being an effective expert witness. Refer to court testimony from days (insert specific references). Compare the testimony presented by the plaintiffs expert hydrogeologist, Dr. George Pinder and Grace's expert hydrogeologist Dr. John Guswa. Explain how each used or ignored Matsons advice regarding expert witness testimony. Which Bloom’s Level is represented by this question?

  11. Assessment of Learning Goals Learning goals can be ordered using Bloom’s Taxonomy – but how do you assess student work? Knowledge Comprehension Application Analysis Synthesis Evaluation Right/Wrong answers More complex questions call for more sophisticated guides and responses Degrees of correctness Variation in form/content of answers Open-ended questions can be used for all categories.

  12. Writing Assessment with Rubrics • A rubric is a scoring protocol that: • Specifies criteria and a measurement scale for different levels of proficiency. • Establish criteria (e.g., presentation, reasoning) tied to exercise learning goals. • Determine categories (e.g., needs improvement, satisfactory, good, exemplary) and scoring scale for components of answer. • Analytic vs. Holistic

  13. Sample Analytic Rubric Rubric by Dr. Diane Ebert-May, Botany & Plant Pathology, Michigan State University.

  14. Open-ended Questions and Rubrics (CT)2: Critical Thinking for Civic Thinking Read scenario and answer critical thinking and civic thinking questions with help of taxonomies. Critical Thinking Question Some residents have argued that pollution from the factory is causing cancer in their community. Identify and explain strengths and weaknesses of this conclusion. Civic Thinking Question As an affected citizen of this community, identify and explain a course, or courses, of action that you personally could take to address this situation effectively and responsibly.

  15. SOLO Taxonomy (Holistic Rubric) Biggs, J.B., and Collis, K.F., 1982, Evaluating the Quality of Learning: The SOLO taxonomy (Structure of Observed Learning Outcomes), Academic Press.

  16. SOLO Taxonomy (Analytic Rubric)

  17. Comprehension Survey #1 Teaching Goal 1: To understand the features of Bloom’s Taxonomy (Level 0: I have never heard of Bloom’s Taxonomy.) Level 1: I can identify how many levels there are in BT. Level 2: I can place several levels of BT in correct order. Level 3: I can describe the six categories of BT. Level 4: I can explain how I might use BT in planning a lesson.

  18. Comprehension Survey #2 Teaching Goal 2: To create exercises representing all categories of Bloom’s Taxonomy Level 1: I can separate out low level and high level questions on the basis of BT. Level 2: I can place simple multiple choice and essay questions using BT. Level 3: I can analyze how to classify a series of exercises based on the categories of BT. Level 4: I can make up questions representative of the six categories of BT.

  19. Assessment of Woburn Modules • Review existing Learning Modules to assess learning goals and appropriate level of questions. • Ensure exercises have multiple levels of learning and sufficient scaffolding of concepts. • Consider time and background knowledge necessary to complete exercises. • Write and post new questions that integrate multiple levels of Bloom’s Taxonomy. • Consider the components of a thorough answer and the development of related rubrics.

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