Assessing whether a course or curriculum has advanced a student’s environmental literacy is complicated because environmental literacy is a complex competency. While national tests exist, it is not clear that they measure the increase in the students’ capacity to make sound environmental decisions. In our “greening” project, we attempted to assess environmental literacy in a set of courses, guided by an assessment expert. The three different trials and results are described in the following pages.
In each case, as a group we developed pre- and post-tests practices and curricular and pedagogical frameworks, easily adaptable and created a rubric and a set of standard, yet flexible, questions.
