The Effects of Formative Assessments on Students Achieving Learning Outcomes in Avalanche Education

Abstract

Avalanche education teaches backcountry travelers how to reduce avalanche risk in snow-covered backcountry terrain. Given the severe consequences of avalanches, understanding the course content is imperative for safety. However, these courses are taught outdoors in the winter, and instructors are often challenged to accurately gauge student understanding and misconceptions. This study sought to understand how the use of formative assessments, such as quick checks for understanding, helped instructors adapt their teaching to better meet learning outcomes. Formative assessments were created to target key learning objectives and implemented in a treatment course and compared to a control course. Data were collected through surveys, assessments, interviews, and observations in both the control and treatment courses. Formative assessments revealed students' misconceptions and helped instructors adapt their teaching to meet learning objectives. Additionally, the use of formative assessment led to improvements in student post test scores, engagement, and participation. Formative assessments proved to be practical and effective tools for avalanche education, supporting more accurate assessment of student understanding and deeper student engagement. In the high-risk setting of avalanche education, any improvement in educational outcomes represents progress toward ensuring student safety in the backcountry.