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Literacy Assessment at UW

Literacy Assessment at UW. James D. Myers Department of Geology & Geophysics University of Wyoming. Collaborators. Dr. Erin Campbell-Stone, Lecturer, Department of Geology & Geophysics Dr. James E. McClurg, Emeritus Professor, Department of Geology & Geophysics

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Literacy Assessment at UW

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  1. Literacy Assessment at UW James D. Myers Department of Geology & Geophysics University of Wyoming

  2. Collaborators • Dr. Erin Campbell-Stone, Lecturer, Department of Geology & Geophysics • Dr. James E. McClurg, Emeritus Professor, Department of Geology & Geophysics • Dr. Garth Massey, Director of International Studies Program, Department of Sociology Teaching Quantitative Literacy - June, 2006

  3. The Course Foundation Triad Teaching Quantitative Literacy - June, 2006

  4. Supporting Literacies • three main classes: • fundamental literacies: ability to read & interpret data and make computations • technical literacies: skills specific to a scientific discipline • citizenship literacies: tools to apply scientific understanding to complex societal problems Teaching Quantitative Literacy - June, 2006

  5. Supporting Literacies: Fundamental • they are: • power to read a table or interpret a graph/chart • ability to make qualitative assessments • capability to estimate the correct magnitude of the result of simple quantitative calculations • capacity to perform simple quantitative calculations correctly • important in social sciences & life as well as the physical sciences Goodstein, E., 2006, World Watch, vol. 19, no. 1, pp. 25-27. Teaching Quantitative Literacy - June, 2006

  6. Supporting Literacies: Technical • specific to discipline • geologic ones are: • read maps • visualize in 3-D • conceptualize change over time • student familiarity may be limited • mastery requires constant practice Teaching Quantitative Literacy - June, 2006

  7. Supporting Literacies: Combined • merging of science content with fundamental & technical literacies produces scientific understanding • apply concepts learned to new situations • leaves application to societal problems to students • many general education science courses focus solely on scientific content Teaching Quantitative Literacy - June, 2006

  8. Assessment • Fundamental and Technical Literacy Survey • pre- and post-class • Details • collects demographic data • assesses literacies independent of content • used for about 4 years • in all my classes plus physical geology Teaching Quantitative Literacy - June, 2006

  9. A Shortcoming Teaching Quantitative Literacy - June, 2006

  10. Supporting Literacies: Citizenship • critical thinking • identify social, cultural & political consequences (manifest & latent) • recognize impacts to the physical environment (short- & long-term) • ascertain economic externalities (hidden & shared costs) • understanding social context • appreciation of historical background & significance • understanding of population demographics • knowledge of economic context • awareness of different cultural & social perspectives • informed engagement • devising alternative strategies • achieving common ground Teaching Quantitative Literacy - June, 2006

  11. Supporting Literacies: Complete Toolkit • helps students integrate science and society • prepares them as citizens for dealing with issues in systematic and logical manner • sacrifices breadth for depth & interconnected learning • few science courses address citizenship Teaching Quantitative Literacy - June, 2006

  12. Assessment • Citizenship Literacy Survey • pre- and post-class • Details • collects demographic data • uses sample press releases, • only used in resource classes • first used this year – haven’t analyzed yet Teaching Quantitative Literacy - June, 2006

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