Assessments as Teaching and Research Tools in an Environmental Problem-Solving Program for In-Service Teachers
Barbara C. Cooper, Daniel P. Shepardson, Jonathan M. Harber January 2002 Journal of Geoscience Education v50 n1 p64-71
This article in the Journal of Geoscience Education describes a scenario-based assessment tool in which students are given a problem scenario that could occur in a real life situation. The students are asked to make decisions about this problem scenario by applying their understandings using information or data presented to them. For this study, the assessment tool was used in two programs for middle school and high school teachers held at Indiana University/Purdue University at Indianapolis and at Purdue University’s main campus. In each program, the participants were given pre-tests to determine their understandings of environmental problems related to a hypothetical watershed, and post-tests to determine how their understandings had changed after use of the scenario-based assessment tool.
