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Place-based education (PBE) is a situated, context-rich, transdisciplinary teaching and learning modality distinguished by its unequivocal relationship to place, which is any locality that people have imbued with meanings and personal attachments through actual or vicarious experiences. As an observational and historical science, geoscience is highly dependent on place, and place-based curricula and instructional methods apply to geoscience education. The sense of place operationalizes the human connection to place and functions as a definable and measurable learning outcome for PBE. Although PBE is rooted in historic and indigenous teaching philosophies, it has gained particular notice and traction in concert with more recent interest in environmental education, sustainability, and diversity in geoscience. This paper presents a current review of theory and research methods that have directly informed development of curriculum and instruction in, authentic assessment of, and implementation of PBE in geoscience sensu lato (Earth-system and environmental sciences); a survey of place-based teaching in geoscience currently or recently practiced across different grade levels and situated in different places, regions, and cultures; information about teaching and assessment methods for those who may be interested in adopting the place-based modality; and suggested future directions for research, practice, and assessment in PBE in geoscience.

We present a mixed-methods approach to community-based assessment design that engages tribal college and university faculty, students, and science educators, as well as experts in cultural knowledge from the Blackfeet and Diné (Navajo) nations. Information from cultural experts, gathered through a combination of sequential surveys and focus group sessions, was analyzed to identify important themes with regard to assessment and geoscience content within the context of these communities. While experts use a variety of assessment approaches in their classrooms, only pre- and posttesting and portfolios were found to be most valuable. Experts indicated that the primary role of assessment was to monitor student progress, steer instruction, and prepare students for success; thus, assessment should be tied to the course goals. Experts differed on their views regarding sources of bias in testing, but overall they agreed that test language and content were both strong sources of bias. They indicated that input on assessment would help to incorporate local context and provide a mechanism for combating bias. Surveys completed by tribal college faculty and Native American students from Blackfeet Community College (BCC) and Arizona State University (ASU) provided information on the themes of geoscience, native science, place, and culture. Participants provided a variety of examples of important geoscience concepts that focused on (1) traditional geoscience concepts (e.g., the composition of Earth materials), (2) Earth system concepts (e.g., the environment and ecosystems), and (3) interactions between native culture and geoscience (e.g., incorporation of native language in science curriculum). Combined, these data offer the basis for developing place-based and culturally informed geoscience assessments by revealing geoscience content that is important to the local community. To aid in assessment design, one-on-one interviews with tribal college faculty and science educators, as well as students from BCC and ASU, provided specific feedback on the question validity of select items from an existing instrument: the Geoscience Concept Inventory (GCI). Emergent themes from the interview transcripts address assessment content, language, and format and reference school science, cultural knowledge, physical places, and connections to the local landscape (e.g., sense of place). Together, these data (1) address the validity of the GCI as a standardized assessment measure in these student populations and (2) provide the basis for developing open-ended assessment questions and concept inventory-like questions that incorporate this feedback.

W scores are used in a number of commercially available tests. Due to their complex nature, it can be hard for applied researchers and practitioners to understand them or even acquire information about them beyond what is provided in technical manuals. In this article, we provide information regarding the background and derivation of W scores that can aid in understanding and appropriate utilization of these scores.