Assessment of Module Goals
This module has both formative and summative assessments: one formative assessment in Unit 1, and three summative assessments, one at the end of each unit. The formative assessment is used to gauge student understanding at the earliest stage of the module. The summative assessments at the end of each unit measure student success in achieving the module learning outcomes. They are also used to gauge student progress at essential stages within the module. Discussion prompts are built into the student materials (within individual and group activities).
Overall Module Assessments
Each module has learning goals with objectives listed on its corresponding unit pages. These objectives are measured in the assessments for each unit. Also, some or all of the Initial Ideas questions can be used as summative assessment questions.
Students can be asked a metacognitive prompt to self-monitor their learning progress. The prompt (comprised of three questions and two commands) is: "What new concepts or ideas did you learn in this module? How do your initial ideas compare to your final ideas? How did you learn these concepts? Use your written answers from the initial ideas, from activity questions, and from summarizing questions as your evidence. Focus on specific activities or discussions that caused your ideas to change."
Unit 1: Food-Energy-Water Connections
In a five-minute paper, in Activity 1.4, students rank the presented four types of limitations to producing sufficient levels of food. They list them in rank order from first to fourth and explain why. Their responses should be based on their understanding of how each limitation impacts real-world situations.
In a concise writing, in Activity 1.5, students will describe the roles of energy and water in food production, providing examples of real-world challenges to food availability.
Describe the roles of energy and water in food production. Provide examples of real-world challenges to food production.
Unit 2: Community-Based Participatory Solutions
Using concept mapping, in Activity 2.5, students will illustrate the individual and community benefits that exist from the presence of affordable, accessible, sustainably-grown food in that community.
Illustrate the individual and community benefits that exist from the presence of affordable, accessible, sustainably-grown food in that community.
Unit 3: Food Systems in Action
In a written analysis in Activity 3.3, students will give the perspectives and arguments of eight community stakeholders from the "Community Food Conversation Scenario." This scenario is centered on the dynamics of a food system and its challenges. Working in small groups is encouraged for this assignment.
Give the perspectives & arguments of eight distinct role players based on a community-engagement scenario. This scenario is centered on the dynamics of a food system and its challenges.
Note: Rubrics for these unit assessments are presented on the individual unit pages.