ASSESSMENT OF A CLASSROOM PERFORMANCE SYSTEM IN INTRODUCTORY GEOLOGY COURSES

The use of a Classroom Performance System (CPS) provides for immediate and cumulative assessment of student performance. The University of Akron conducted a campus wide initiative (2004-2005 academic year), coordinated through Center for Collaboration & Inquiry, to assess the use of CPS as an engagement tool for the improvement of the classroom learning environment. The author's Introductory Physical Geology and Gemstones and Precious Metals courses were included in the study. CPS was used by the Author for both individual and group-based instruction using the following learning tools; conceptests, image analysis, concept maps (multiple choice format) and open-ended questions. Student responses were projected on the screen in bar graph format and saved on the computer for post-lecture analysis. CPS based active learning environment sections of Introductory Physical Geology (2) and Gemstones and Precious Metals(1) show improvements in attendance, retention and lecture exams scores when compared to previous sections (traditional style lecture). CPS based active learning sections in both courses had high average attendance (84%) and student retention (92%) rates. A Student Satisfaction Survey (anonymous) indicates a high level of satisfaction with the CPS-active learning approach of instruction. Exam scores in CPS based Introductory Physical Geology sections(2) vs. traditional lecture sections(6) show the greatest improvement in students performance in the lowest quartile (10% increase). Gemstones and Precious Metals (9 sections) has always utilized active learning strategies of instruction which may be related to a less-pronounced CPS improvement (5% increase for the lowest quartile).