Assessments as Teaching and Research Tools in an Environmental Problem-Solving Program for In-Service Teachers

Abstract

A scenario-based assessment tool used in two environmental geoscience in-service programs for middle school and high school teachers served both to guide instructional techniques and as a method to evaluate the success of the instructional approach. In each in-service program the participants were assessed at an initial meeting to determine their understandings of environmental problems. The assessments included a hypothetical watershed scenario in which participants had to choose water quality monitoring sites, monitoring parameters, and provide justification of their choices. The results of these pre-assessments provided staff with an understanding of participant misconceptions that could be addressed specifically in program activities. In each program the participants were given the same assessment after participating in the workshops and this revealed significant shifts in certain areas of their understanding of watershed quality concepts and monitoring approaches.Good assessment scenarios are complex and are based on accurate information or data that are used to answer a question or prompt. They are particularly revealing and valuable because they ask students to make decisions by applying their understandings using information or data. Development and use of scenario-based assessment in this program came about only because of genuine and sustained cooperation between science education faculty and geoscience faculty. This highly beneficial collaboration was key to providing quality training to participating in-service teachers, and development of a synergistic teaching and learning environment.