ED006
Assessing student learning – moving beyond affect
Session ID#: 77147
Session Description:
How do we demonstrate that students are meeting learning objectives in our courses? Join us for a non-judgmental session of sharing classroom experiences in college level Earth and space science. We invite submissions of assessment practices that are developed to align with student learning goals and enable instructors to measure the extent (both depth and degree) of student concept mastery. Possible topics for presentations include: defining meaningful learning outcomes at the assignment or course level, examples of activities or assignments that measure learning effectively, and examples of well-intentioned efforts that led to disappointment.
Index Terms:
0820 Curriculum and laboratory design [EDUCATION]
0840 Evaluation and assessment [EDUCATION]
0850 Geoscience education research [EDUCATION]
Primary Convener: Tanya Furman, Pennsylvania State University Main Campus, Department of Geosciences, University Park, PA, United States
Convener: Lydia K Fox, Univ of The Pacific, Stockton, CA, United States
Primary Liaison: Tanya Furman, Penn State Univ, University Park, PA, United States
Plate Tectonics in Three Dimensions: Lessons Learned (495364)
Tanya Furman1, Scott McDonald2 and Kathryn Bateman2,3, (1)Pennsylvania State University Main Campus, Department of Geosciences, University Park, PA, United States, (2)Pennsylvania State University Main Campus, Curriculum and Instruction, University Park, United States, (3)Temple University, Department of Psychology, Philadelphia, United States
Guiding students’ developing understandings in Geosciences: The use of summary tables as a formative assessment tool. (536829)
Kathryn Bateman, Temple University, Department of Psychology, Philadelphia, United States, Scott McDonald, Pennsylvania State University Main Campus, Curriculum and Instruction, University Park, United States, Amy Pallant, The Concord Consortium, Concord, USA, Concord, MA, United States and Hee-Sun Lee, The Concord Consortium, Concord, United States
Supporting and Assessing Systems Thinking Skills Development in Undergraduates (Invited) (537692)
Lisa A Gilbert1, Ellen A R Iverson2, Kim A Kastens3 and Cathryn Allen Manduca2, (1)Williams College and Williams-Mystic, Geosciences and Marine Science, Mystic, CT, United States, (2)Carleton College, SERC, Northfield, MN, United States, (3)Columbia University, Lamont-Doherty Earth Observatory, Palisades, NY, United States
Interviewing Students to Explore Engagement with Narrative-Based Introductory Science Assignments (563045)
Giulianan Simmens, Kutztown University of Pennsylvania, Kutztown, PA, United States, Erin R Kraal, Department of Physical Science, Kutztown, PA, United States and George Sirrakos, Kutztown University of Pennsylvania, Secondary Education, Kutztown, United States
The importance of assessment analysis: an example of improving student performance with aligned activities and assessments in a large lecture geoscience course. (567117)
Rachel Teasdale, California State University Chico, Geological and Environmental Science, Chico, CA, United States and Hannah M Aird, California State University Chico, Geological and Environmental Sciences, Chico, CA, United States
