Assessment and Active Learning Strategies for Introductory Geology Courses

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An integrative review of in-class activities that enable active learning in college science classroom settings (2017, methodology): “The polling questions are multiple-choice items whose questions may be conceptual (McConnell et al., 2003) or factual (Crossgrove & Curran, 2008).”
Using Conceptests to Assess and Improve Student Conceptual Understanding in Introductory Geoscience Courses (2006, methodology): “This technique and has been effectively used in STEM disciplines such as physics and chemistry (e.g., Mazur, 1997; Kovac, 1999); however, there have been few reports on the use of conceptests in the geosciences (McConnell et al., 2003; Greer and Heaney, 2004) and no attempts to examine the: 1.”
Real-Time Analysis of Student Comprehension: An Assessment of Electronic Student Response Technology in an Introductory Earth Science Course (2004, methodology): “…bi ol - ogy courses for well over a de cade (Littauer, 1972; Dufresne et al., 1996; Mestre et al., 1997; Gerace et al., 1999; Judson and Sawada, 2002; Meltzer and Manivannan, 2002), SRT use in the col le giate Earth Sci - ences is in the early stages of im ple men ta tion (McConnell et al., 2003).”
Assessment of Learning in Entry-Level Geoscience Courses: Results from the Geoscience Concept Inventory (2005, background): “Hall-Wallace and McAuliffe, 2002), and logical thinking skills (McConnell et al., 2003).”