INTRODUCTORY GEOSCIENCES STUDENT ASSESSMENT: WHAT THEY KNOW UPON ARRIVAL - WHAT THEY GAINED BY COURSE END?

Quantitative assessment of student learning in introductory geosciences courses at the University of Arkansas was carried out in the fall 2009 and spring 2010 including physical geology and earth sciences. The assessment tool consisted of an exam comprised of 20 overarching questions selected by all faculty teaching the respective courses. The exam was administered within the first 3 days of class and the same exam questions were given near the end of the semester. During the fall 2009 there were 5 sections of physical geology taught by 4 different faculty with approximately 900 students total, while there was only one section of earth science with 120 students. In the spring of 2010 there were 4 sections of physical geology taught by 3 instructors with approximately 720 students, and again only one section of earth sciences with 103 students. Physical geology is a prerequisite for the earth sciences course, which covers a broader spectrum of earth spheres and human environmental interactions. The students averaged 40% on the initial assessment in physical geology for both fall and spring, and the consistency between sections was astounding, ranging from 35% to 43%. In earth sciences the initial assessment scores were higher averaging 60% for both fall and spring, which was expected because of the prerequisite. Final assessment scores improved to an average of 61% in physical geology with a range of 50% to 75%, and an average of 79% in earth sciences, both with an overall gain of about 20%. Assessment of individual questions is helping target areas requiring additional emphasis while reducing time spent on materials students have already mastered. As example, students seemed to have a good grasp of the scientific method, but only minimal understanding of major breaks in the geologic time scale, or concepts of lithosphere and asthenosphere.