The Design of Place-Based, Culturally Informed Geoscience Assessment
The Design of Place-Based, Culturally Informed Geoscience Assessment
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基于地点、文化背景的地球科学评估的设计
DOI：
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发表时间：
2014
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通讯作者：
J. Libarkin
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文献类型：
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作者：
E. G. Ward;S. Semken;J. Libarkin
摘要我们提出了一种基于社区的评估设计的混合方法，包括部落学院和大学的教职员工、学生和科学教育工作者，以及来自黑脚族和迪内(纳瓦霍)民族的文化知识专家。对通过顺序调查和专题小组会议相结合收集的文化专家提供的信息进行了分析，以确定与这些社区的评估和地球科学内容有关的重要主题。虽然专家们在他们的课堂上使用了各种评估方法，但只有前后测试和文件夹被发现是最有价值的。专家指出，评估的主要作用是监督学生的进步，指导教学，并为学生的成功做好准备；因此，评估应该与课程目标挂钩。专家们对测试中的偏见来源有不同的看法，但总体而言，他们一致认为测试语言和内容都是产生偏见的主要来源。他们指出，对评估的投入将有助于纳入当地背景，并提供一种消除偏见的机制。部落学院教职员工和来自黑脚社区学院(BCC)和亚利桑那州立大学(ASU)的美国原住民学生完成的调查提供了关于地球科学、原住民科学、地方和文化主题的信息。与会者提供了各种重要的地球科学概念实例，侧重于(1)传统地球科学概念(例如，地球材料的组成)、(2)地球系统概念(例如，环境和生态系统)和(3)土著文化和地球科学之间的相互作用(例如，将土著语言纳入科学课程)。这些数据结合在一起，通过揭示对当地社区重要的地学内容，为制定基于地点和了解文化的地学评估提供了基础。为了帮助评估设计，对部落学院教职员工和科学教育工作者以及来自BCC和亚利桑那州立大学的学生进行了一对一的采访，就从现有工具--地球科学概念清单(GCI)中选择的项目的问题有效性提供了具体的反馈。访谈记录中的新主题涉及评估内容、语言、形式和参考学校科学、文化知识、物理场所以及与当地景观的联系(例如，地方感)。总而言之，这些数据(1)说明了GCI作为一种标准化评估工具在这些学生群体中的有效性，以及(2)为开发包含这种反馈的开放式评估问题和类似概念清单的问题提供了基础。
ABSTRACT We present a mixed-methods approach to community-based assessment design that engages tribal college and university faculty, students, and science educators, as well as experts in cultural knowledge from the Blackfeet and Diné (Navajo) nations. Information from cultural experts, gathered through a combination of sequential surveys and focus group sessions, was analyzed to identify important themes with regard to assessment and geoscience content within the context of these communities. While experts use a variety of assessment approaches in their classrooms, only pre- and posttesting and portfolios were found to be most valuable. Experts indicated that the primary role of assessment was to monitor student progress, steer instruction, and prepare students for success; thus, assessment should be tied to the course goals. Experts differed on their views regarding sources of bias in testing, but overall they agreed that test language and content were both strong sources of bias. They indicated that input on assessment would help to incorporate local context and provide a mechanism for combating bias. Surveys completed by tribal college faculty and Native American students from Blackfeet Community College (BCC) and Arizona State University (ASU) provided information on the themes of geoscience, native science, place, and culture. Participants provided a variety of examples of important geoscience concepts that focused on (1) traditional geoscience concepts (e.g., the composition of Earth materials), (2) Earth system concepts (e.g., the environment and ecosystems), and (3) interactions between native culture and geoscience (e.g., incorporation of native language in science curriculum). Combined, these data offer the basis for developing place-based and culturally informed geoscience assessments by revealing geoscience content that is important to the local community. To aid in assessment design, one-on-one interviews with tribal college faculty and science educators, as well as students from BCC and ASU, provided specific feedback on the question validity of select items from an existing instrument: the Geoscience Concept Inventory (GCI). Emergent themes from the interview transcripts address assessment content, language, and format and reference school science, cultural knowledge, physical places, and connections to the local landscape (e.g., sense of place). Together, these data (1) address the validity of the GCI as a standardized assessment measure in these student populations and (2) provide the basis for developing open-ended assessment questions and concept inventory–like questions that incorporate this feedback.