EARTH SCIENCE GRAPHICS: WHAT STUDENTS ARE EXPECTED TO DO WITH SCIENTISTS' REPRESENTATIONS

Many types of graphics are used throughout textbooks, curricula and assessments in K-12 and university Earth science courses. Graphics are often used to organize data (ie. tables), spatially represent data (ie. graphs and maps), describe relationships (ie. cycle diagrams), or depict objects and processes (ie. schematics and sketches). These graphics are often designed to communicate information without an understanding of how end users will interact with and understand the graphic. While some studies have examined the salience of various graphics used in science (Stieff, 2007; Tversky et al., 2000; Shah et al., 1999), there is a dearth of literature regarding graphics and high stakes educational assessments. The New York State Earth Science Regents Exam is a state assessment administered to approximately 165,000 students annually (NYSED, 2011). 86% of the questions contain some type of graphic, requiring students to use a set of visual scientific literacy skills to complete the test. Approximately 48% of question items have graphics in the question stem while 27% of question items require graphics found in the Earth Science Reference Tables (ESRT). A historical analysis of the past 10 years of Earth Science Regents exams reveals that specific content topics, such as moon phases, shadows, seasons, and orbits, routinely require complex spatial tasks, such as perspective taking, mental rotation, and simulation. Additionally, several questions on this exam require students to transfer information between multiple graphics. Pilot data from the New York State Regents Exam were gathered in June 2010 to explore the relationship between graphic type of exam questions, student achievement on the exam, and students’ spatial and verbal ability. A larger, more robust study examining these relationships is currently being conducted. This study will lead to a better understanding of the contribution of innate ability and/or learned strategy versus content knowledge to success on Earth science assessments.