Perspectives on intended learning outcomes in the field course and their assessment

Abstract

This thesis examines the assessment practices of biology courses at the University level that feature a fieldwork component (field course). Seven professors who teach and administrate such courses were interviewed about two primary areas of research relating to field courses: How they are led, and how the professors assess student mastery of the course’s Intended Learning Outcomes (ILO) that pertain specifically to practical skills associated with field work. The study uncovered several original arguments in favor of field courses as a method of teaching, but the most significant finding is a number of discrepancies between what the students were expected to learn in terms of practical skills, and the ability of largely theoretical and written forms of assessment to properly evaluate mastery of these skills.