Use of a Survey-Test

1

• Use of a Survey-Test
• To
• Assess Student Learning
• In
• Dendrochronology
• Paul R. Sheppard
• Laboratory of Tree-Ring Research
• University of Arizona
• sheppard_at_ltrr.arizona.edu

2
GEOS. 220Environmental History of the Southwest

• Environmental, cultural history of SW
• Discover past using historical science techniques
  
• Tree-ring analysis
• http//tree.ltrr.arizona.edu/skeletonplot/
  introcrossdate.htm

3
What I Wanted to Know

• Student demography
• Class standing?
• Science major?
• Prior experience crossdating?
• Prior experience computer-based learning modules?

4
What I Wanted to Know

• Negotiating applet, explanatory pages
• How long did it take?
• Read the manual? In what order?
• Try extra settings?

5
What I Wanted to Know

• Comprehension of crossdating
• Why not ring counting?
• Make marks for every ring?
• Can dead trees be crossdated?
• Must skeleton plots be identical?
• Can all tree-ring samples be crossdated?

6
Survey-Test Strategy

• Overall test scores
• Average performance
• Variability
• Good, poor responses
• Subgroup comparisons of scores
• Student demographics
• Execution of applet
• Negotiation of entire packet

7
Overall Test Scores

• Good comprehension for beginners

8
Poor Responses

• Sensitivity vs. complacency
• Was not required
• Crossdating essentially pattern matching
• Distracters were too effective
• All tree-ring samples crossdateable
• Doesnt always work

9
Subgroup Responses

• Seniors did best
• Computer experience had no effect
• Lack thereof didnt hinder success
• Moving objects
• Easy scored high
• Hard scored low
• Time doing applet
• lt20 minutes scored high
• lt20 minutes scored low

10
Subgroup Responses (cont.)

• Navigating explanatory pages
• Order given or randomly no difference
• Bog down?
• 1/3rd became frustrated
• Accidentally changed master plot

11
Things I Learned

• Capability to change master plot
• How and why to move objects
• Survey-test combination is useful for assessment