Assessment Strategies
In Pollution Biology (ESST 2006), we have 2 types of assessment: formative and summative. I have an example of both below. For the summative assessment, I used a book design which requires the learner to understand for of the unit lessons before being able to successfully complete the assignment.
Example of a summative assessment:
A book is considered a collection of literary or printed work. The idea of a book has changed throughout time. In my generation, books comprised of printed paper and these pages were bound on one side and possessed a protective cover. In your millennial generation, most people are familiar with reading books or material on a kindle or iPad. For this exercise, I wish for you to design YOUR most environmentally friendly book, considering the pros and cons of existing book types. Yes, you MUST discuss the advantages and disadvantages of the different book designs out there and then design your own considering the different criteria you think are important.
Resources:
Huang, L., & Logan, B. E. (2008). Electricity generation and treatment of paper recycling wastewater using a microbial fuel cell. Applied microbiology and biotechnology, 80(2), 349-355.
Pokhrel, D., & Viraraghavan, T. (2004). Treatment of pulp and paper mill wastewater—a review. Science of the total environment, 333(1), 37-58.
Rengaraj, S., Joo, C. K., Kim, Y., & Yi, J. (2003). Kinetics of removal of chromium from water and electronic process wastewater by ion exchange resins: 1200H, 1500H and IRN97H. Journal of hazardous materials, 102(2), 257-275.
The students will give their response, where they will be given audio feedback for their text submission.
Stuetz, R. M., Fenner, R. A., & Engin, G. (1999). Characterisation of wastewater using an electronic nose. Water Research, 33(2), 442-452.
The story of stuff, 2017. Available online at: http://storyofstuff.org/. Last accessed: 4th September, 2017.
Small tutorials with 10 -15 students allow for lively discussions about different environmental problems with each design and immediate feedback. I use a chalk and talk approach and facilitate these discussions. I then solicit their feedback through Moodle about their feelings from the tutorial session and I gain an understanding of their learning styles.
Example of a formative assessment
Informal self- assessment
Formal formative assessment
Example Pollution Biology: ESST 2006 Midterm exam questions
I usually give a combination of 15 True /False questions, 10 multiple choice (with four options) and 3 structured questions to be done in 50 minutes. Each True / False question is worth 1 mark. Each multiple question is worth one mark. The structured questions are worth 5 marks each. There will be no negative marking in this assessment.
True or false questions
T F Light pollution does not affect sea turtles.
T F Thermal pollution is whereby vibrations are emitted from a source.
An example of a multiple choice question
Which of the following is not considered a major point source of pollution?
A. Effluent from a wastewater treatment plant not meeting EMA standards
B. Water 7 Degrees Celsius higher than the ambient receiving waters from a cooling tower
C. A diesel truck
D. CO2 from a coal-fired powered plant
Define pollution biology ( 5 marks).
Self-assessment when doing group work