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| Titel |
Assessing student understanding of physical hydrology |
| VerfasserIn |
J. A. Marshall, A. J. Castillo, M. B. Cardenas |
| Medientyp |
Artikel
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| Sprache |
Englisch
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| ISSN |
1027-5606
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| Digitales Dokument |
URL |
| Erschienen |
In: Hydrology and Earth System Sciences ; 17, no. 2 ; Nr. 17, no. 2 (2013-02-27), S.829-836 |
| Datensatznummer |
250018806
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| Publikation (Nr.) |
 copernicus.org/hess-17-829-2013.pdf |
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| Zusammenfassung |
| Our objective is to devise a mechanism to characterize and assess upper
division and graduate student thinking in hydrology. We accomplish this
through development and testing of an assessment tool for a physical
hydrology class. The instrument was piloted in two sections of a physical
hydrology course. Students were asked to respond to two questions that
probed understanding and one question that assessed their ability to apply
their knowledge, both prior to and after the course. Student and expert
responses to the questions were classified into broad categories to develop
a rubric to score responses. Using the rubric, three researchers
independently blind-coded the full set of pre- and post-artifacts, resulting
in 89% inter-rater agreement on the pre-tests and 83% agreement on the
post-tests. The majority of responses made by students at the beginning of
the class were characterized as showing only recognition of hydrology
concepts from a non-physical perspective; post surveys indicated that the
majority had moved to a basic understanding of physical processes, with some
students achieving expert understanding. Our study has limitations,
including the small number of participants who were all from one institution
and the fact that the rubric was still under development. Nevertheless, the
high inter-rater agreement from a group of experts indicates that the
process we undertook is potentially useful for assessment of learning and
understanding physical hydrology. |
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