THE USE OF A MAPPING ASSESEMENT RUBRIC TO HELP STUDENTS IMPROVE THE CREATION AND COMPREHENSION OF GEOLOGIC MAPS

In a field-based course, flexible and clearly communicated expectations are essential for student learning and morale. Rubric-based assessment is increasingly used in traditional classroom settings as an assessment tool as it provides students with the evaluation criteria prior to the start of a project. Here we discuss an assessment rubric designed for the evaluation of geologic mapping projects. This rubric is designed to enhance student recognition of the key components of a geologic map and assist with field-data gathering for map creation. The rubric is based upon four primary categories that are divided into specific map elements identifying components common to all geologic maps regardless of complexity. The primary categories are: 1) General Information, which includes fundamental map elements, lithologic key, and explanation of geologic symbols; 2) Presentation and Legibility, which includes appropriate colors/shades, map legibility, and map and key agreement; 3) Primary Geologic Information, which includes correct contact and unit identification, contact-topography relationships, structures, and strike and dip information; 4) Geologic Cross-Section(s), which includes all necessary elements for a correct cross-section. Each of the elements within the four primary categories is ranked on a scale from four (Highly Competent) to one (Not Competent) during the evaluation process and summarized for a primary category score. Each of these scores is then weighted to calculate a final numerical score (between four and one) for the project. The rubric is designed to be flexible so that the user can add or subtract elements from the four primary categories as well as change the final weighting depending on the size, complexity, and emphasis of a specific mapping project. For example, a project that is more structurally complex will weigh recognition of structural elements greater than a project that emphasizes distinguishing difficult stratigraphic relationships. Our first use of this rubric was at the 2006 Miami University summer field geology course for undergraduate and graduate students. We discovered that the most challenging aspect of implementing the rubric was adapting prior grading schemes to its competency-based format and reporting the final rubric score as a “traditional” grade.