(1) Working toward ensuring equitable assessment of students in higher-education geoscience that complements place-based curriculum and instructional practice for these communities,
(2) Providing tribal educators with a relevant means for assessing their students’ conceptual understanding,
(3) Involving educators in designing assessments appropriate for diverse students, and
(4) Contributing to a conversation about diversity in assessment for the larger science education community.
The final assessment writing workshops were held with project participants in 2013 and 2014. The workshops focused on collaborative analysis of student responses to open-ended assessment items (designed in previous workshops) and authoring of new assessment items in selected-response format. Through this collaboration with students, faculty, and cultural experts, these community members identified relevant geoscience topics for their specific communities and were involved in validating the questions through the assessment design process; from identifying meaningful content to using language that resonates with students from these communities. Ultimately, the participants have come away with a suite of place-based geoscience assessment items in both open-ended and selected response formats. They have received training in assessment design and analysis of qualitative data which will inform both instruction and evaluation of programs in these communities.