InTeGrate Modules and Courses >Critical Zone Science > Assessment
 Earth-focused Modules and Courses for the Undergraduate Classroom
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These materials are part of a collection of classroom-tested modules and courses developed by InTeGrate. The materials engage students in understanding the earth system as it intertwines with key societal issues. The materials are free and ready to be adapted by undergraduate educators across a range of courses including: general education or majors courses in Earth-focused disciplines such as geoscience or environmental science, social science, engineering, and other sciences, as well as courses for interdisciplinary programs.
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Initial Publication Date: May 15, 2017

Assessment of Course Goals

Within the course, assessments may be formative and help the instructor monitor student learning, or summative, and evaluate against a benchmark. All assessments should be criterion referenced, sequenced, address goals at successively higher cognitive levels, and be consistent with the expectations for the course. Criterion referenced means that the assessments have clear methods of evaluation. The instructor can tell to what extent a given student is succeeding on a learning objective independently, not just how well their performance compares to other students.

Pre/Post Critical Zone Science Personal Reflection

During one of the last classes, students will write a one-page statement of four aspects of the Critical Zone: define what it is, explain where it is, and describe how it functions and why it is important to society. The student should also briefly describe what the four driving questions mean to them. Finally, the statement should also include a brief statement of reflection on what they learned and whether they achieved their goals.

  • The statement will provide the instructor with baseline information regarding students' knowledge and comprehension of Critical Zone concepts, as well as a mechanism for assessing the students' growth in Critical Zone science knowledge through the semester—the statement also provides the students with a metacognitive/self assessment tool.

The grading rubric for this assignment can be viewed below and is titled "Short Essay Rubric."

Course-Long Project

  • Summative Assessment: CZO Proposal
    • Students will progressively develop a proposal, in the NSF RFP form, that justificaties a new CZO observatory.
    • They will report their findings in a 10-page (DS) paper and a 10-15 presentation at the end of the term.
    • CZO Proposal (NSF RFP) Description: NSF RFP CZO Proposal Description (Microsoft Word 2007 (.docx) 18kB Apr12 17)
  • Alternative Summative Assessment: Grand Challenges Paper
    • Describe and characterize how interaction among the atmosphere, lithosphere, hydrosphere, biosphere, and soil (the Critical Zone) support and influence life, ideally at a specific site or of a topic identified by the student and cleared with the instructor.
    • A 10-15 minute presentation, and a 10-pages, double-spaced, properly-referenced report that addresses one of the grand challenges in geosciences and the role the Critical Zone plays.
    • Grand Challenge Paper Description: Grand Challenge Assignment (Microsoft Word 2007 (.docx) 23kB Apr12 17)

In general, by the end of the course, students will be able to:

  • Identify grand challenges that face humanity and societies and the potential role of Critical Zone science to offer solutions for these challenges.
    • Students will accomplish this through in-class discussions and nutrient activity challenge.
  • Use and interpret multiple lines of data to explain Critical Zone processes.
    • Students will accomplish this though multiple graphing and discovery activities.
  • Evaluate how the structure of the Critical Zone influences Critical Zone processes/services.
    • Students will accomplish this though in-class discussion, the national geologic map activity, and the geomorphology report.
  • Analyze how water, carbon, nutrients, and energy flow through the Critical Zone and drive Critical Zone processes.
    • Students will accomplish this through case studies, graphing, and discovery activities, and water balance worksheet.
  • Identify ways in which humans depend upon and alter processes within the Critical Zone and explain how anthropogenic actions can minimize the magnitude of changes within and to Critical Zone processes.
    • Students will accomplish this through the Model My Watershed activity, nutrient activity challenge, and in-class discussions.

Course Rubrics

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These materials are part of a collection of classroom-tested modules and courses developed by InTeGrate. The materials engage students in understanding the earth system as it intertwines with key societal issues. The collection is freely available and ready to be adapted by undergraduate educators across a range of courses including: general education or majors courses in Earth-focused disciplines such as geoscience or environmental science, social science, engineering, and other sciences, as well as courses for interdisciplinary programs.
Explore the Collection »