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Measuring Literacy, Attitudes, and Capacities to Solve Societal Problems

  • Ellen R. IversonEmail author
  • David Steer
  • Lisa A. Gilbert
  • Kim A. Kastens
  • Kristin O’Connell
  • Cathryn A. Manduca
Chapter
Part of the AESS Interdisciplinary Environmental Studies and Sciences Series book series (AESS)

Abstract

Effective assessments offer more than just a measurement of learning. When sequenced and aligned to evidence-based curriculum, assessments can facilitate learning and inform instruction. The Interdisciplinary Teaching about Earth for a Sustainable Future (InTeGrate) project viewed assessment as a core strategy of the curriculum being developed. InTeGrate used a community-based approach to assessment. An assessment team engaged with materials development teams to facilitate module and course assessment design, developed common instruments to assess student learning, analyzed student data from pilot tests to inform curriculum revisions, and used the findings to fine-tune assessment instruments and to shed light on opportunities for faculty development within the geoscience education community. The community approach ensured high-quality curricula and assessments and strategies to investigate learning at the module, course, and project level. Perhaps more importantly, the approach increased the capacity of the geoscience education community by harnessing the expertise from within the community to promote a culture of evaluative thinking.

Keywords

Assessment Science literacy Developmental evaluation Summative assessment 

Notes

Acknowledgment

Leads

David Steer, University of Akron Main Campus (2011–2017)

Ellen Iverson, Science Education Resource Center, Carleton College (2011–2017)

Stuart Birnbaum, University of Texas at San Antonio (2012–2017)

Team Members

Leilani Arthurs, University of Nebraska at Lincoln (2013–2017)

Aida Awad, Broward Community College (2012–2017)

Barbara Bekken, Virginia Polytechnic Institute and State University (2013–2017)

Joshua Caulkins, University of Rhode Island (2012–2017)

Wendy J. Harrison, Colorado School of Mines (2012)

Megan Plenge, University of North Carolina at Chapel Hill (2014–2017)

Sian Proctor, Maricopa County Community College (2012)

Mary Savina, Carleton College (2012–2017)

Susan Sullivan, University of Colorado at Boulder (2012–2017)

Emily Geraghty Ward, Rocky Mountain College (2012–2014)

Karen Viskupic, Boise State University (2012–2017)

Project Liaison

Kristin O’Connell, Science Education Resource Center, Carleton College

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Ellen R. Iverson
    • 1
    Email author
  • David Steer
    • 2
  • Lisa A. Gilbert
    • 3
  • Kim A. Kastens
    • 4
  • Kristin O’Connell
    • 1
  • Cathryn A. Manduca
    • 1
  1. 1.Science Education Resource CenterCarleton CollegeNorthfieldUSA
  2. 2.Department of GeosciencesThe University of AkronAkronUSA
  3. 3.Williams College, Geosciences and Marine Science at Williams-MysticMysticUSA
  4. 4.Lamont-Doherty Earth ObservatoryColumbia UniversityNew YorkUSA

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