A CIESE Realtime Data Project

Assessment - Air Pollution: What's the Solution?

Assessments

The following tools may be used for Student Assessment at the conclusion of the unit:

 

  1. Concept Maps - Ozone
     
  2. Traditional Assessment - Ozone

  3. Traditional Assessment - Particulate Matter

A. Concept Maps (back to top)


A Concept Map (a.k.a. webbing) is a type of graphic organizer that harnesses the power of our vision to understand complex information at-a-glance. A concept map consists of cells that contain a concept (items) and links. The links (arrows) are labeled and explain the relationship between the cells, and the direction of the arrow represents the direction of the relationship.

Concept Maps can:

  • demonstrate an understanding of a body of knowledge
  • explore information and relationships
  • access prior knowledge
  • share knowledge and information
  • visualize problem solving options

For assessment of this unit, three variations of a concept map have been created to best suit student ability levels.  Students should work in small cooperative working groups to complete the assessment exercise.  A Sample Response can be found below.  The Sample is meant to be used only as a guide for evaluation as this exercise encourages creativity and student responses may vary dramatically, although each may be correct.

  1. Level One - For this level of assessment, students are provided with major topic headings including the various terms that belong within the respective topics.  The student working groups will be responsible for properly linking the topics.
     --> Print one of the following documents to obtain the necessary materials. Create a full set for every student group. Cut the papers so that the students may move the headings around to best convey their ideas. Have the students glue their final arrangement of headings to a larger piece of paper, then draw in and label the links.
  2. Level Two - For this level of assessment, students are provided with major topic headings. The students will also receive various terms that they must organize under the respective topic headings. Then the students will be responsible for properly linking the topics.
     --> Print one of the following documents to obtain the necessary materials. Create a full set for every student group. Cut the papers so that the students may move the headings and the terms around to best convey their ideas. Have the students glue their final arrangement of headings and terms to a larger piece of paper, then draw in and label the links.
  3. Level Three - For this level of assessment, the students are provided with major topic headings. As a working group, they must brainstorm appropriate terms to place under the topic headings. Then the students will be responsible for properly linking the topics.
     --> Print one of the following documents to obtain the necessary materials. Create a full set for every student group. Cut the papers so that the students may move the headings around to best convey their ideas. Have the students glue their final arrangement of headings to a larger piece of paper, then draw in and label the links.



B. Traditional Assessment - Ozone (back to top)  


For this assessment, students are challenged to answer questions in the more traditional formats of multiple choice and short essay response.

C. Traditional Assessment - Particulate Matter (back to top)


For this assessment, students are challenged to answer questions in the more traditional formats of multiple choice and short essay response.


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