Academic Achievement Report
Geology 101
Arizona Western College
Statement
Of Purpose
Graduates will
demonstrate (1)
basic knowledge
in geology that
will prepare them
for transfer to the
university and (2)
competency in
communication,
critical thinking,
quantitative
analysis, and
technological
applications.
Intended Student
Learning Outcomes
Tools for
Assessment
and Criteria
for Success
Summary of Data Collected
46 students took the final exam. The
following summarizes the eight questions
and the percentage of correct verses
incorrect responses:
1.) Can students take
supplied values, set up
the problem and properly
do the math required to
determine the specific
gravity of a mineral.
(Quantitative
Assessment)
1.) Quantitative
Analysis:
Students will
determine the
specific gravity of
a mineral
2.) Are students able to
plot supplied values
correctly on a graph,
draw a line and determine
the magnitude of an
earthquake based upon
the intercept method.
(Graphical Assessment)
2.) Graphical
Assessment:
Determine the
magnitude for an
earthquake using
a nomograph.
3. Three questions were
embedded to test their
awareness of current
events in the context of
the most recent subject
(Earthquake in China) we
covered in class prior to
the final. The three
3.) Recognized
and identify a
seismogram and
the preliminary
magnitude by
viewing an image
captured from the
seismic
Assessment
1.Quantitative
2. Graphical
3.Current Events
Correct
63%
59%
Incorrect
37%
41%
 Seismogram vs.
seismograph
 Which country
affected?
 What was the
26%
74%
72%
28%
61%
39%
31%
69%
22%
78%
magnitude
4. Using Their
Resources
 Energy vs.
magnitude
comparison
 Shallow focus
is most
dangerous
 Definition of
earthquake
intensity
49%
Form A
Revised 05/17/06
51%
Use of Results
1.) Quantitative Assessment – It is clear that most
students are able to take supplied values and, using a
word problem, construct an equation to solve for
mineral specific gravity. The rigor is not necessarily
with the math but skewed more towards the concept.
If the student sets up the word problem incorrectly
or switches the values around, they will compute an
incorrect value. I see no real change in the manner
that specific gravity is discussed or measured in lab.
Students work in groups (limited by the number of
scales) during lab determining mineral specific
gravities. What may be useful in the future is to
ensure every student takes the time to measure and
calculate a specific gravity.
2.) Graphical Assessment – students struggle with
plotting values on graphs. This question requires the
students to consider two sets of units: millimeters
and seconds. If they are not careful they may plot
the seconds and millimeters on the wrong sides of
the graph. Repetition is the only way to ensure the
majority of students understand and can read graphs.
3) The results of these nested questions was a bit of
a surprise. The first question was really testing their
vocabulary (an important component of any science
course). Moreover, I do have many students whose
primary language is not English. In class I do
emphasize the difference between a seismograph
and seismogram. I often use the analogy of using a
telegraph to send a telegram, hoping this will
stimulate their word association. We also use
questions covering these
topics are: (Current
Events Assessment)
a. Can students recognize the
difference between a
seismograph (the instrument
that records earthquakes and a
seismogram (the actual printed
or digital view of the wave
motions)? This distinction was
pointed out in lecture and lab.
b. Do the students know in
which country the earthquake
occurred?
c. Could the students select
from four choices the
preliminary magnitude that was
reported in the news media (two
of the choices were impossible
magnitudes of absurdly high
values).
4. Are students properly
reviewing for the final
(are they utilizing their
resources)? (questions
from the end of the
earthquake chapter in
students text book are
placed in the final exam
word for word. (Using
Their Resources
Assessment)
instrument.
seismograms in lab activities. Despite all this help,
students still confuse the terms. I need to confer
with a colleague in the ESL or English programs to
come up with a better strategy for word association.
4) Using Their Resources Assessment –It is apparent
that most students didn’t bother the read through the
sample questions and even look up the correct
answers for the chapter on earthquakes. The topics
of the three selected questions were covered in
lecture and placed on the exam word for word.
Continue efforts and consider assigning an end-ofchapter question to each student who is to bring
back the correct answer and explain why the
following class period.
4) Multiple choice
questions using
phrases and words
from chapters
Other:
 All introductory geology students should be
assessed, using the same questions.
 G101 should include instruction on climate
change
 There needs to be more emphasis on oral
offerings by students as well as the written
requirements. The oral participation could help
fix the material in a student’s memory better.
 A pre-assessment quiz should be given to all
students at the beginning of the semester.
Form A
Revised 05/17/06
Form A
Revised 05/17/06