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Sample Assessment and Sample Rubric

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Environmental pollution

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Background Information

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A 4000-level course that is intended to provide basic knowledge and understanding of different environmental pollution prevalent in our planet.

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Students will be prepared to acknowledge threats of different consumer products, industrial processes and natural phenomena to human, animals and the ecosystem. Then the students will be introduced to different technologies, methods and policies adopted at national and international level to tackle prevalent global pollution issue. Students will take theory lectures, get involved in projects to develop design ideas to alleviate pollution and volunteer in preserving natural resources and spreading awareness in local community. Students will be assessed through objective and subjective questions to test the understanding of the content, initiative for classroom and community participation and the quality of their design proposal.

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Terminology

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Pollution: It is the degradation in quality of natural resources like air, water and land resulting harm to living beings due to the introduction of extraneous materials or energy from human activities or natural phenomenon.

Pollutant: It is the specific product, process or energy that cause or increase the severity of pollution.

Proposal report: It is a document describing the ideas or design concepts to solve a specific problem.

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Learning Outcomes

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At the end of the course, students will be able to (SWBAT):

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1. Identify different types of environmental pollution.

This outcome targets “Remembering” in Bloom’s taxonomy and will be tested by objective questions like multiple choice questions. The timed MCQs test the retention of the knowledge students learned in class and their ability to identify different types of pollution based on their learning.

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2. Identify threats of different consumer products, industrial processes and natural phenomena to human, animals and the ecosystem.

This outcome targets “Analyzing” in Bloom’s taxonomy and will be tested by subjective questions. The essay questions test the ability of students to analyze and relate different effects of pollutants.

 

3. Propose designs that can alleviate prevalent pollution issue.

This outcome targets “Creating” in Bloom’s taxonomy and will be tested by the quality of ideas presented and the composition of proposal report. This proposal report tests the ability of students to develop new ideas and propose solutions to prevailing pollution issues that could be implemented in real world.

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Assessment Materials

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1. Use of pesticides in agriculture can cause ___. (0.5 pt) (Assesses learning outcome 1)

i) Air pollution

ii) Land pollution

iii) Water pollution

iv) Land and water pollution

2. Write an essay pointing out the effects of using plastic products in the environment. (3 pts) (Assesses learning outcome 2)

3. Write a proposal describing a design or concept on how a specific source of pollution can be controlled within 2 to 5 pages. (30 pts) (Assesses learning outcome 3)

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