Evaluating Higher Order Thinking Skills in Large General Education Geology Courses for Non-Majors

Every year, tens of thousands of students enroll in introductory geology courses to satisfy general education requirements needed for graduation. Though general education goals vary across the United States, objectives frequently include similar statements related to improving quantitative skills, developing a conceptual understanding and using scientific principles, and increasing the ability to think critically. Research shows that many students begin introductory classes for non-majors with limited quantitative skills, little science background, and meager experience connecting multiple concepts using higher-order thinking skills. An assessment-based pedagogical approach is recommended as an excellent method for incorporating and documenting that such goals are being met in geoscience courses for non-majors.

Quantitative skill improvement can be documented as students learn various concepts related to radiometric dating, stream discharge and atmospheric processes. On-line course management software systems used to archive student responses to pre-instruction, application-level mathematical problems can provide student entry metrics. Formative in-class assessments, such as conceptest questions and group problem solving during class, can also be used to track student progress and provide opportunities to improve student meta-cognition skills. Serial scores from similar quantitative problems can be used to chart progress. Analysis-level thinking may be emphasized in lessons related to plate tectonics if students consider unknown plate boundary configurations and draw lithospheric cross sections. Synthesis-level critical thinking skills can be developed and assessed as students complete exercises that combine the rock cycle and relative time principles. Students improve their capacity to think critically using course content if they are required to systematically evaluate the many hazards typically addressed in these courses (e.g. earthquake damage, volcanic eruptions, floods). In most cases, using an assessment based approach where student work is archived and analyzed, allows both quantitative and qualitative evaluation of student progress toward meeting science content and critical thinking general education goals.