GEOLOGY ASSESSMENT MODULES – A PRELIMINARY STUDY

Geology, by its nature, is an interdisciplinary science that requires multiple sources of information to address problem-solving tasks. Currently, there are two assessment tools available to evaluate geology students including the ACAT-geology and the ASBOG-fundamentals of geology examinations. Both the ACAT and ASBOG exams focus on content knowledge in a multiple-choice format, however, this study presents an assessment concept that seeks to assess the use of knowledge in problem solving and critical thinking. The evaluation tool presented in this study is designed to engage the student much like a short laboratory exercise where several different resources are used to answer a set of questions. The content area of mineralogy/petrology was developed as a prototype and field tested in an introductory level earth science course and in the petrology courses at three separate universities. A total of 102 students completed the module and a corresponding survey including 73 undergraduate students (non-geology majors), 27 undergraduate geology majors, and two geology graduate students. Preliminary results from the field testing showed that introductory students that had not taken a course in mineralogy or petrology had an average score of 41% while upper level geology students that were completing a course in petrology had an average score of 75%. The scores for upper level geology students varied among the three universities ranging from 74 to 85% on average. The accompanying survey included as series of Likert statements ranging from “strongly agree” at 1.00 and “strongly disagree” at 5.00. Results from the survey were divided into geology and non-geology students. Distinct differences were noted between the student groups with geology majors indicating that the content was familiar (1.90) and the test was moderately challenging (2.52). In contrast, the non-geology majors found the test to be quite challenging (1.96) and the content familiarity to be low (3.90). Based on the preliminary results of this study, this type of assessment tool could provide an accurate assessment of the student's ability to use geologic information in a problem-solving capacity. Since the results were similar for geology students among the three universities, there is evidence that this type of assessment tool can be reliable and independent from an individual program.