Developing a Framework for Assessing Environmental Literacy

Knowledge Dispositions Competencies Environmentally Responsible Behavior Feedback/reflection loop continued literacy development Contexts Personal, Social, and Physical The Domain of Environmental Literacy What do you know about: Physical and ecological systems Social, cultural and political systems Environmental issues Multiple solutions to environmental issues Citizen participation and action strategies How do you respond to environmental issues: Sensitivity Attitudes and concern toward the environment Assumption of personal responsibility Locus of control/self-efficacy Motivation, and intention to act Skills and abilities that you know how and to apply: Identify environmental issues Ask relevant questions and environmental conditions and issues Analyze environmental issues Investigate environmental issues (scientific and social aspects of issues using primary and secondary sources) Evaluate and make personal judgments about environmental issues (the interaction between environmental conditions and sociopolitical systems) Use evidence and knowledge to select and defend one's own position(s) to resolve issues Create and evaluate plans at various scales/levels to resolve environmental issues Involvement in intentional and habitual behaviors, individually or as a member of a group, that work towards solving current problems and preventing new ones. Objective: to craft a comprehensive, research-based description of environmental literacy and a framework for assessing environmental literacy … so that sufficient consistency within and across assessments …so that cross-comparisons can be made. Using the Framework for Assessments of Environmental Literacy ► Competencies ► Knowledge ► Dispositions ► Behavior Our 3 Products ► Definition of Environmental Literacy ► Components of Environmental Literacy ► Assessment Framework Examples NELA A Proposed Framework for Assessing Environmental Literacy in PISA 2015 Literacy is the capacity of students to apply knowledge and skills in key subject areas and to analyze, reason, and communicate effectively as they pose, solve, and interpret problems in a variety of life-situations (OECD, 2010). Project Team Karen Hollweg Jason Taylor Principal Investigator Project Coordinator Bill McBeth   Tom Marcinkowski      University of Wisc.- Platteville Florida Institute of Technology Rodger Bybee   Pablo Zoido 2006 & 2015 PISA Committees OECD, PISA Objective: to craft a comprehensive, research-based description of environmental literacy and a framework for assessing environmental literacy … so that sufficient consistency within and across assessments …so that cross-comparisons can be made. Components of Environmental Literacy ► Knowledge ► Dispositions ► Competencies ► Behavior Definition An environmentally literate person is someone who, both individually and collectively with others, makes informed decisions concerning the environment, is willing to act on these decisions…, and participates in civic life. Those who are environmentally literate possess, to varying degrees: ►knowledge and understanding of environmental concepts… and issues; ►a set of cognitive and affective dispositions; ►a set of cognitive skills and abilities; and ►the appropriate behavioral strategies …to make sound and effective decisions …. What an assessment framework Chris Rozunick Pearson Assessment and Information Group Ginger Potter Environmental Protection Agency Sarah Schoedinger National Oceanic and Atmospheric Admin. Dr. Eugene Owen National Center for Education Statistics Reviewers Dr. Charles W. (Andy) Anderson Michigan State University Dr. Nicole Ardoin Stanford University Dr. Libby McCann Antioch University New England Dr. Troy Sadler University of Missouri Dr. Paul C. Stern National Research Council Experts at Workshop Dr. Shorna Broussard Allred Cornell University Dr. Susan Clayton College of Wooster Dr. Alice C. Fu Stanford University Dr. Eric Keeling Cary Institute of Ecosystem Studies Dr. Lori Kumler Youngstown State University Dr. Augusto (Gus) Medina Independent Consultant Dr. Bora Simmons University of Oregon Dr. Trudi Volk Center for Instruction, Staff Development and Evaluation Developing a Framework for Assessing Environmental Literacy October 30, 2012 Climate Literacy Network Karen Hollweg Developing a Framework for Assessing Environmental Literacy esp. Chapter 3 www.NAAEE.net/Framework Components emphasized in National Environmental Literacy Assessment (NELA) Feedback/reflection loop continued literacy development Environmentally Responsible Behavior Personal, Social, and Physical Competencies Dispositions Knowledge Contexts Involvement in intentional and habitual behaviors, individually or as a member of a group, that work towards solving current problems and preventing new ones. Ecomanagement Persuasion Consumer/economic Skills and abilities that you know how and when to apply: Identify environmental issues Ask relevant questions about environmental conditions and issues Analyze environmental issues  Investigate environmental issues (scientific and social aspects of issues using primary and secondary sources) Evaluate and make personal judgments about environmental issues (the interaction between environmental conditions and sociopolitical systems) Use evidence and knowledge to select and defend one’s own position(s) to resolve issues Create and evaluate plans at various scales/levels to resolve environmental issues How you respond to environmental issues: Sensitivity Attitudes and concern toward the environment Assumption of personal responsibility Locus of control/ Self-efficacy Motivation, and intention to act What you know about: Physical and ecological systems Social, cultural and political systems Environmental issues Multiple solutions to environmental issues Citizen participation and action strategies The domain of environmental literacy from Complete Framework p.3-2 at http://www.naaee.net/framework