Research & Instruments for Measuring Agricultural Literacy
Several instruments are being developed or are currently being used to measure agricultural literacy around the objectives of the AES Agricultural Literacy Multistate (W2006) Objectives.
Objective 1 - Assess agricultural knowledge of diverse segments of the population: a) What are the points of acquisition of agricultural knowledge? b) What decisions are made based upon assessed knowledge?
- National Agricultural Literacy Outcomes Research
- Brandt, M. R. (2016). Exploring elementary students’ agricultural and scientific knowledge using evidence centered design (Master’s thesis). Retrieved from http://digitalcommons.unl.edu/natresdiss/131/. View a short webinar about how to use the assessment tools developed in this research project.
- K-5 Item development for the National Agricultural Literacy Outcomes: Overview and Progress (June, 2018)
- Google Form of K-5 Questions (Coming Soon!)
- Ordinary Science Intelligence Scale
- Kahan, D. M. (2014). Ordinary science intelligence: A science comprehension measure for use in the study of risk perception and science communication.
- MOSART project (Misconceptions-Oriented Standards-based Assessment Resources for Teachers). Each MOSART assessment instrument comprises a set of multiple-choice items that are linked to the K–12 physical science and earth science content, and K–8 life science content in the NRC National Science Education Standards, as well as to the research literature documenting misconceptions concerning science concepts.These instruments may be adapted to measure agricultural literacy-science related misconceptions.
- Food and Fiber Systems Literacy Project (1998): K-8 Criterion referenced knowledge-based instruments. Posted here with permission from the Department of Agricultural Education, Communications and 4-H Youth Development, Oklahoma State University.
- Leising, J. G., Pense, S. L., & Igo, C. (2000). An assessment of student agricultural literacy knowledge based on the food and fiber systems literacy framework. In Annual Publication of the Southern Agricultural Education Research Conference (p. 146).
- Leising, J. G., Pense, S. L., & Portillo, C. (2003). The impact of selected agriculture in the classroom teachers on student agricultural literacy: Final report. Stillwater, Oklahoma: Department of Agricultural Education, Communications, and 4-H Youth Development. Retrieved from https://www.agclassroom.org/agliteracy/research/doc/evaluation/impact2003.pdf
- Pense, S. L., Leising, J. G., Portillo, M. T., & Igo, C. G. (2005). Comparative assessment of student agricultural literacy in selected Agriculture in the Classroom programs. Journal of Agricultural Education, 46(3), 107-118. Retrieved from
Objective 2 - Assess attitudes and perceptions and motivations concerning agriculture of diverse segments of the population. a) How are perceptions, attitudes and motivations developed? b) What decisions are made based upon assessed attitudes, perceptions and motivations?
- Draft Questionnaires - Contact Michael Martin, Colorado State University
- Agricultural Values (2015)
- Animal Care in Agriculture (2015) & Rubric/Coding for Animal Care Questionnaire
- Genetically Modified Organisms (2015) & Rubric/Coding for Genetically Modified Organisms
- Organic Foods (2015) & Rubric/Coding for Organic Foods
- Adult Survey for Physical Education (2015) & Student Survey for Physical Education (2015) related to diet
Objective 3 - Evaluate agricultural literacy programs to measure the program impact. a) What is effective programming? b) What is the impact of effective programming, both short-term and longitudinal? c) What knowledge, attitudes, and motivations exist for individuals that participate in agricultural literacy initiatives (formal programs, informal programs, voluntary programs)?
- Pre-service teacher presentation/workshop evaluations - Contact Debra Spielmaker, Utah State University
These evaluation questionnaires were developed for pre-service teachers attending a three-hour pre-service presentation/workshop at various universities. The specific items were developed with the NALOs as a criterion reference for the elementary (K-5) and secondary (9-12) levels.
- In-Service Instrumentation
- Teacher Beliefs
- Knobloch, N. A. (2008). Factors of teacher beliefs related to integrating agriculture into elementary school classrooms. Agriculture and Human Values, 25(4), 529-539. Retrieved from http://link.springer.com/article/10.1007/s10460-008-9135-z/fulltext.html
- Knobloch, N. A., & Martin, R. A. (2000). Agricultural Awareness Activities and Their Integration into the Curriculum as Perceived by Elementary Teachers.Journal of Agricultural Education, 41(4), 15-26.
- Knobloch, N. A., & Martin, R. A. (2002). Teacher characteristics explaining the extent of agricultural awareness activities integrated into the elementary curriculum. Journal of Agricultural Education, 43(4), 12-23.
- Teacher Beliefs
- Knobloch, N. A., Ball, A. L. (2003). An examination of elementary teachers' and agricultural literacy coordinators' beliefs related to the integration of agriculture. Illinois State Board of Education. Retrieved from http://www.agintheclassroom.org/TeacherResources/Agricultural%20Literacy%20Research/AITC1.pdf
- Instrument used for data collection: Integration Appraisal (coming soon)
- Image Analysis
- Jepsen, H., Pastor, M., & Elliot, J. (2007). Agricultural perceptions of the participants of the Summer Agricultural Institute. In Proceedings of the 2007 Association for Career and Technical Education Research 41st Annual Research Conference. Retrieved from http://www.agedweb.org/WRAEC/2006/documents/c3poster.pdf