A CASE STUDY OF GEOSCIENCE EDUCATION AND ASSESSMENT:DESIGNING AND IMPLEMENTING A GEOLOGIC MAPPING CLASS FOR STUDENTS WITH NO PRIOR GEOLOGY KNOWLEDGE
The students were issued a pre-test consisting of twenty multiple choice questions and five short answer, critical thinking questions. A post-test will be administered at the close of the course to measure the effectiveness of the course and the assessment methodologies employed. It is hypothesized that the score difference will be larger in the critical thinking portion of the exam than in the multiple choice portion. In addition, it is postulated that the final product of the class--student portfolios and presentations, as well as a self-evaluation--will more completely demonstrate the depth of the knowledge gained by the students than either the multiple choice or critical thinking assessments. It is expected that the results of all of these forms of assessment will show that each student has gained considerable skills and geologic knowledge, leaving each student with a comprehensive understanding of the "Big Picture" of the geology and geologic history of the Colby Campus.