1 / 11

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

ranae
Download Presentation

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

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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

More Related