Motivation for and Development of a Standardized Introductory Meteorology Assessment Exam

Abstract

ducation research has shown that there is often a disconnect between what instructors teach and what students actually comprehend. Much of this disconnect stems from students? previous conceptions of the subject that often remain steadfast despite instruction. The field of meteorology is particularly susceptible to misconceptions as a result of the years of personal experience students have with weather before instruction. Consequently, it is often challenging for students to accurately integrate course material with their observations and personal explanations. A longitudinal assessment exam of the meteorology program at the U.S. Air Force Academy revealed that misconceptions of fundamental, introductory content can propagate through years of instruction, potentially impeding deeper understanding of advanced topics and hindering attainment of professional certifications. Thus, it is clear that such misconceptions must be identified and corrected early. This manuscript describes the development of the Fundamentals in Meteorology Inventory (FMI), a multiple-choice assessment exam designed to identify the common misconceptions of fundamental topics covered in introductory meteorology courses. In developing the FMI, care was taken to avoid complex vocabulary and to include plausible distractors identified by meteorology faculty members. Question topics include clouds and precipitation, wind, fronts and air masses, temperature, stability, severe weather, and climate. Applications of the exam for the meteorology community are discussed, including identifying common meteorology misconceptions, assessing student understanding, measuring teaching effectiveness, and diagnosing areas for improvement in introductory meteorology courses. Future work to be completed to ensure the efficacy of the FMI will also be acknowledged.