Reducing the Turbulence of Assessment in Atmospheric Dynamics Through Collaborative Quizzes and Exams

The atmospheric dynamics course sequence represents a substantial hurdle for many undergraduate students majoring in meteorology due to the necessarily application of physics and complex mathematical theory towards understanding atmospheric motions and processes. Accordingly, assessment of student understanding through typical methods (e.g., quizzes and exams) is often a fraught and stressful experience for students given the prevalence of math anxiety and perception of high stakes. From the author’s perspective, these challenges have become increasingly prevalent and problematic in their dynamics classroom, in spite of shifts in course policies, reducing the weight of assessments in course grades, and providing opportunities for reflection and correction of performance on exams.

To reduce stress, build classroom community, and enhance student understanding, all quizzes and exams in a two-semester undergraduate atmospheric dynamics course were converted to being a collaborative, two-step process. The logistics of this approach, along with its multifaceted impacts on the course and students, will be described. Student perspectives will be shared, along with suggestions and considerations for implementation in other courses.