Using Science Literacy Concept Inventory (SLCI) Results to Inform Decision-making at Multiple-levels
Faculty have used results from the Science Literacy Concept Inventory (SLCI) in a variety of ways to inform and improve their science literacy instruction including adapting assignments and more explicitly addressing science literacy concepts in instruction. Academic degree programs have used the data to compare students at different academic levels. At the institutional level, SLCI data has been used to indicate progress toward institutional learning goals.
SLCI results provide faculty with information about students’ grasp of science literacy. Wrong answers on the SLCI reveal students’ common misconceptions about science, information which can be used to direct and improve teaching related to science literacy. For example, responses to SLCI of students in a particular course or academic degree program may reveal that many students hold a misconception that human perceptions alter physical laws. Armed with this knowledge, faculty could aim instruction at improving students’ understanding of how science rests on physical laws that are unchanged by public opinion or perception.
Faculty Development. Faculty at WSU desired to use results from the SLCI to inform and improve their science literacy instruction. To facilitate use of SLCI results, the Office of Assessment of Teaching and Learning coordinated a Science Literacy Interest Group (SLING) beginning in Fall 2014. The purpose of SLING is to give faculty an opportunity to share approaches to addressing science literacy in teaching and discuss how to apply and use SLCI results. SLING is open to all faculty interested in learning more about science literacy.
Assessment results inform continual reflection and discussion of teaching and learning; they contribute to decision making to ensure effective teaching and learning. Decisions can include choosing to make changes, continue current effective practices, or build on strengths.
For additional information about how student learning evidence contributes to decision making intended to support student learning and quality educational programs, including general education, see Use of Student Learning Evidence. See Key Assessments for additional information about the Science Literacy Concept Inventory.