Entomology Portfolio Project

Entomology Electronic Portfolio Project

By Dustin Stockmann

A paper submitted for ENTO 888 at the University of Nebraska-Lincoln in partial fulfillment of the requirements for the degree of Masters of Science in Entomology

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Table of Contents Abstract ........................................................................................................................................... 3 Introduction ..................................................................................................................................... 4 Background of Portfolios ................................................................................................................ 5 Why Portfolio.................................................................................................................................. 6 What is a portfolio for students ....................................................................................................... 7 What is the aim of having a portfolio ............................................................................................. 8 Why should a portfolio be relevant to learning .............................................................................. 8 How can a portfolio benefit the faculty at the University Level ..................................................... 9 How will course portfolios help undergraduates .......................................................................... 10 What does a course portfolio incorporate ..................................................................................... 10 How should an individual organize their portfolio ....................................................................... 11 How will course portfolios be accessible and shared ................................................................... 12 Where to begin .............................................................................................................................. 12 Organizing your portfolio hard copy or digitally .......................................................................... 15 Entomological Learning Goals ..................................................................................................... 16 Alignment and assessment ............................................................................................................ 18 Concerns about using portfolio as assessments ............................................................................ 19 Conclusion .................................................................................................................................... 20 Work Cited .................................................................................................................................... 21 Vita................................................................................................................................................ 23

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Abstract Assessing of students performance in higher education is rising as universities are offering different ways to increase improvements in student engagement. This project focuses on creating a portfolio that will assist students, educators, and instruction as a way to monitor students learning in a program. According to Haury (1993) performance-based assessments requires that the individual demonstrates actual behavior and interest in a subject. Although the use of portfolios to assess student performance in the K-12 science classrooms has increased, it is just now truly coming into higher education. The implementation of portfolios in undergraduate and graduate courses help bridge students into focusing on content specific writing styles, and engage with subject material on a deeper level of understanding.

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Introduction Over the course of years while working, many different thoughts and events happen that change an individual’s interpretation of what was not only learned, but the interpretation of experiences that happened. At the University of Nebraska-Lincoln, for the completion of the Entomology Degree Program, there is a capstone course called “the Degree Project”. The Degree Project is the ending mark of the student’s time in the program, as well as, the completion of exams. This portfolio would be a formal collection of completed work, as well as, experience earned while working thorough the entomology program. There are many different degree programs that use portfolios as a way to assess how a student is completing their schedule of courses. A portfolio is a creation as a form of assessment that is thought to encourage closer links between evaluation and material learned (Haldane, 2014). Academic portfolios are about answering three important questions, “What, why, and how?” Portfolio assessment has become more common in schools due to its ability to help students to develop over periods of time (Barrett, 2009). As schools become more technologybased, portfolios have represented the convergence of several ideas and practices that developed over the past few decades (Kahn, 2014). This concept of introducing a portfolio project for students can be a challenge. Students’ thought processes are created from experiences and can be stressful for the student to try and change them. The mindset of the student must be modified to be more reflective of their learning and be more proactive and develop their philosophy of what does entomology mean to them. Higher education and curriculum creators have relied on a mixture of assessment models that trust on proven models of written assignments, presentations, and assessments. Portfolios in

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online and distant education has been meager at best (Powell, 2013). Although the exact nature of the coursework varies from institution to institution, the intent of general education courses is to provide abroad knowledge and skills base for all college graduates, independent of their major. With respect to the goals of science instruction for non-science majors, emphasis is often placed on developing students’ understanding and appreciation of the nature of science as well as students’ abilities to critically evaluate science-related news media and to communicate scientifically (American Association of Colleges and Universities, 2008). The use of portfolios as an authentic assessment of student performance is very familiar in the humanities and the arts but less so in the sciences (Calfee & Freedman, 1996). In the simplest of terms, a portfolio is nothing more than a “container of collected evidence for a purpose” (Collins, 1992). As such, there are two decisions an instructor must make when using portfolios—what purpose the portfolio will serve and what will count as evidence in the portfolio. For example, the goal of a portfolio in undergraduate science course might be to demonstrate a students’ mastery of content or to reveal their problem-solving and criticalthinking skills. A variety of student work can serve as evidence to fulfill the purpose of the portfolio. This evidence can range from artifacts that are produced in the normal course of work in example, a written lab reports to items produced specifically for use in the portfolio (Collins, 1992).

Background of Portfolios Portfolios started being used in the late 1980s and early 1990s within a scattering of education programs across the world (Kahn, 2014). These early portfolios were meant to help establish self-critiquing, reflective practices, and metacognition of practices that were learned while in school. With the starting of the World Wide Web in the 1990s, the developments of 5

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portfolios were allowed to grow and expand depending on need of them. This expansion of the portfolio idea was meant to meet the expanding needs of students, accrediting affiliations, and state and federal authorities for direct evidence of student learning (Kahn, 2014). Portfolios embraced several ideas that have been central to higher education by allowing innovation and reform to happen and shape how programs can become more efficient over time. This has allowed instructors to change the intellectual models and for mentors to help guide students to a more beneficial nature because of portfolios (Haldane, 2014). The portfolio program can be used to help support structures that allow students to develop the aquired skills required to be productive in a career that will last a lifetime (Gambino, 2014). Portfolio assessment embodies one of the most stimulating and arguable facets of higher education research (Powell, 2013). For this research, the conflict between portfolios and electronic portfolios “e-portfolios” should be established. Powell (2013) defines e-portfolios as, “a digitized collection of learning, experiential artifacts, and accomplishments that show changes in a student’s learning.” Portfolios have been found in all fields of professional development and education across many fields (Klenowski, Askew, & Carnell, 2006). The ultimate aim of developing students’ scientific literacy is with the addition of creating and using a portfolio (Offerdahl & Impey, 2012). Why portfolios Entomology is the study of insects and the connection to how they affect humans, the environment, and other organisms (Washington State University, 2015). Entomologists make significant additions to such diverse fields as agriculture, biology, chemistry, criminology,

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forensics, human/animal health, and molecular science. The study of insects serves as the base for advancements in biological and chemical control of pests, food and fiber production and storage, pharmaceuticals epidemiology, biological diversity, and a variety of other fields of science (Washington State University, 2015). Trained entomologists add to the betterment of humankind by ascertaing the role of insects in the advancing of disease and figuring out ways of conserve food and fiber crops. As well as protect and livestock from being damaged (Washington State University, 2015). These individuals study the way beneficial insects contribute to the well-being of animals, humans, and plants. Where as amateur entomologists may have become interested in insects due to the beauty and diversity of these creatures (Ross, 1948). Entomology is an ancient world science, dating back to the beginning of biology as a formal field of academics by Aristotle (384-322 BC). Ross (1948) explains that there are earlier hints to the use of insects in ancient life. One such example is the growing of silkworms for clothing production that began in China around 4700 BC. What is a portfolio for students A portfolio is a collection that shows off work and abilities that have been learned. Portfolios can create a foundation, as well as, a medium for advice and sessions that can enhance academic learning, as well as, intellectual and personal development (Ambrose, Martin, & Page Jr., 2014). The challenge of creating a portfolio comes from the process of what it is going to be used for (Gambino, 2014). Portfolios have the ability to reveal a lot about the individual (Paulson, Paulson, & Meyer, 1991). This tool that has been established will require students to collect and reflect on the work created. Portfolios are providing not just an instructional

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component, but the opportunity for authentic assessments of oneself learning (Ambrose, Martin, & Page Jr., 2014).

What is the aim of having a portfolio? Over the course of years of working, many different thoughts and events happen that change an individual’s interpretation of what was not only learned, but what was the result of the experiences and how they use those experiences to shape their next decision. At the University of Nebraska-Lincoln for the completion of the Entomology Degree Program, there is a capstone course called “The Degree Project.” This project is the ending mark of the student’s time in the program, as well as, the completion of exams. This portfolio would be an extension of what a student can show with a formal collection of completion of work, as well as, experience earned. There are many different programs that use portfolios as a way to assess how a student is completing their schedule of courses. A portfolio is a descriptor of an assessment that is thought to encourage closer links between evaluation and learning (Haldane, 2014). Portfolios are teaching tools that are designed to assist students in improving their decision-making, goal setting, and planning skills. These are necessary in order for any student to actively engage in managing their learning within a program (Ambrose, Martin, & Page Jr., 2014). Allowing the potential of a portfolio to record student learning is neither a simple nor straightforward idea (Paulson, Paulson, & Meyer, 1991). Why should a portfolio be relevant to learning?

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A course portfolio helps contain not only what you have learned, but also provides structure to help improve curriculum and instruction to the teachers in the Entomology department at the University of Nebraska-Lincoln. A portfolio can be used to create teaching portfolios, which can be useful for possible job opportunities. These benefits are only possible if this collection of work by the student is completed with fidelity. The project should be completed by the student in which the student only puts their best work showing mastery of a topic. The continued benefit of this portfolio is that as an individual grows, pieces can be taken out, and newer material can be inserted inorder to show growth and understanding. Any advisors for student growth should also have access to students portfolios. Student advisors support a crucial role in the development of students due to advisors strategic and operational understanding of how to engage students (Ambrose, Martin, & Page Jr., 2014). How can a portfolio benefit the faculty at the University Level? Portfolios can help the faculty in many different ways. A course portfolio can be used to incorporate faculty to help Teachers explain to Teacher Assistants (TA’s) on how a particular course must be taught. Also, the information contained in the course portfolios is organized to provide useful accreditation and assessment documents. The hope is that faculty members will encourage their teacher assistants to create a course portfolio jointly and provide current course materials for the collection. Any material that a faculty member would give to the students, such as a course syllabus, teaching materials, support materials, and assignments should be inserted into the course portfolio. Sensitive materials, such as, exams which should not be available to students, may or may not be appropriate for the course portfolio, but may be applicable to faculty only assessable material.

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The vision of this portfolio class is that the Entomology Department of the University of Nebraska will encourage all members of the staff to create and maintain their course portfolios. Another recommendation is that the University of Nebraska-Lincoln will provide a physical space for storing and securing all materials that have been established for use in the program. Trained individuals who understand how a portfolio can be beneficial to a program helps foster student knowledge as well as self-reflection within a learning platform (Ambrose, Martin, & Page Jr., 2014).

How will course portfolios help undergraduates Undergraduates will benefit from more efficient instruction earlier in the semester, by having teachers review course portfolios from previous semesters. New teachers can supply students with some straightaway materials that has worked well in the past. Thus enabling students to learn more efficiently while the instructor can take more time to prepare adequate resources for future class sessions. Individuals will recieve more time to center on instruction proficiency, curriculum reviews, and learning trends of the students in the classroom. Also, the accumulative quality of the course portfolio will help the teacher avert former mistakes and discover common difficulties that students experience while taking certain courses. Undergraduate students who are using the portfolio with fidelity will allow advisors to explore the outcome of many students learning as they process their way through the entomological program at the University Nebraska – Lincoln. The portfolios would allow for new opportunities for undergraduate students to explore different pathways that their program can take. What does a course portfolio incorporate? 10

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The first component of a course portfolio is course sections, which consider all the knowledge necessary to teach the course. These course elements include the class syllabus, teaching materials, support materials, and assignments. The second element of the course portfolio involves critical analyzes of teaching of the instructor and the learning of the students. The assignments and exams used to measure student learning in the class course also creates an ideal opportunities for the instructor to assess teaching of the subject at hand. Personal reflections will be helpful to the educator because the educator can critically assess the individual’s insructional practices and help make instructional advancements throughout the semester. This documentation is also essential for building a portfolio that promotes teaching in higher education. Additionally, teacchers will be able to use this accumulation of data to guide teaching and of promoting classes. Each unit was intended to echo in some way the type of activity or process that scientists follow in doing research and gaining new knowledge (Offerdahl & Impey, 2012).

How should an individual organize their portfolio Across this project are recommendations to make it is easy for an individual to find information on how to establish a portfolio for all levels of learners as well as for professors. However, an item could be filed into two various places in the portfolio. Another possibility is that two items may be out of sequence, and may have been placed in the wrong location. Therefore, as the portfolio is being completed, these materials may need to be changed out. In the course portfolio, if handouts are being included, these should be either the originals or photocopies. Try to include the course number, name of course, and the date on each handout in case course numbers or names change. It is recommended writing this information on the

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backside if a handout if it is only printed on one side. If errors are found, or items to improve have been created, note the changes directly on the handout at once. Developing portfolios shows student creativity as well as visionary work that a student is completing (Paulson, Paulson, & Meyer, 1991). This organizational piece that students will complete can become a window into the students heads, by way for both faculty and students to realize that this activity of learning changes by time and experience (Haldane, 2014).

How will course portfolios be accessible and shared? The TA’s in the Entomology department will provide a place to keep the portfolios and identify a contact person who will help access the portfolios. If a course is crosslisted in several departments, it is recommended that the “home” department of the course keep the portfolio for reference. The portfolio might contain materials that are acceptable to the teacher of that course of study to retrieve, but this material should not be accessable to students in the program or the general population of the school. These materials might include tests, solutions to questions asked, illustrations of student completed assignments, and copyrighted information. The purpose of the portfolio is to supply information that can be exchanged among instructors within a program. For this reason, ability to gain access to this information should be limited to individuals who have gained access from the lead instructor of the school. This would help keep the use of the information controlled for any portfolio for any course offered. Finally, the student should be cognisant that the portfolio is supposed to allow constructive criticism of the course. Created class portfolios should not have any evaluations from any staff members current or former. It should also not include any item that may abash or 12

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violate any individual related to the class. If the student is uncertain about what to include, check with the professor in charge of your course or the department contact person. Where to Begin Beginning a portfolio can be a monumental task to accomplish. An individual should start developing the portfolio by completing a self-assessment. This self-assessment could help establish any deficiencies that the student may have coming into the program. After the selfassessment has been evaluated, the student will use this information learned to help establish what the best way to gain knowledge is by using the portfolio. The student should decide which skills and experiences they will need to make a indepth, and logical portfolio to show growth. If the student has not completed much work experience in the field —most students have not—it will need to be addressed that the student will be completing some during this program. A student can display this in a portfolio by including some form of work completed. An example of an artificat in field work could be an experience in which a lab report was created or data that is allowed for the student to keep from the work completed.

The next is a number of items that may be included in the portfolio: 

Table of Contents of the portfolio. This will allow for an individual to look through the work that has been completed and find certain topics of interest.

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Career Summary and Goals. This is a statement of what the student stands for. Some examples can be work ethic, interests, philosophy. This is where the pupil will explain to the reader of the portfolio why is this individual completing this degree, and expectations of the furture.

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Resume. This is a summary of the students education, achievements in school and at work, and practical experience, using a functional format that is not only easy to read, but can be understood with ease.

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Skills, Abilities, and Experience of the individual: This is a detailed examination of the skills and experience that the student has gained over time. This section should include the name of the skill area; the performance, behavior, knowledge, or personal traits that contribute to the students success in that skill area. This area should include something that explains the background and specific experiences that demonstrates the application of the skill known.

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Samples of Work Completed: In this area, a sampling of the students best work should be included. Examples of this can be reports, papers, studies, brochures, projects, and presentations. Besides print samples, there should also be a way for other individuals to access other pieces of work in different multimedia forms.

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Testimonials and Letters of Recommendations: This is an accumulation of any letters, kudos, or recommendations that the student has received from colleagues, past employers, and professors.

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Awards and Honors: A collection of any certificates of awards, honors, and scholarships that have been collected.

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Conference and Workshops: This is a listing of conferences, seminars, and workshops that have been attended and/ or participated in.

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Transcripts, Degrees, Licenses, and Certifications: This is a collection of relevant courses, degrees, licenses, and certifications that have been earned.

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Test Results: These are document professional or graduate school testing results (such as GRE, ACT, SAT, MCAT, LSAT subject test results).

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Military records, awards, and badges: This is a listing of the students military service, if applicable.

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References: A list of three to five individuals who are willing to speak about the students strengths, abilities, and experience. At least one of these reference should be a former or curent supervisor.

Organizing Your Portfolio Hard Copy or Digitally

1. The individual should maintain a working copy of the portfolio in a professional threering binder. Another possibility is to create an online portfolio that can be accessed and have available for individuals to view at any given time. 2. Create an organizational system of categories to put the items together in a logical order. Some sample categories that can show up in a portfolio: Accomplishments, awards and certificates, education, personal background, special skills, and work experience. The student should use dividers or tabs to segregate the assorated categories. 3. The student portfolio should contain no more than 25 pages of work, awards, and etc. The shorter the portfolio is, the better. This is because a possible employer will only absorb anywhere from 6-10 samples provided. 4. Every page of the portfolio should have a title, a concise caption, and artifact or place holder. Captions should explain the process that the individual went through and the resulting benefits, such as: "This is a sign that was created for the promotion of the Linnean Games for the Entomological Society of America. As an organization, the group

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gained over 50 new members that year." Use the same type of action verbs that would show up in a resume. 5. Use photocopies of full-page samples if needed. Make the samples a smaller size when needed. 6. Make the layout and design consistent, and don't get overly decorative—keep it clean and use lots of white space. 7. Once pages start to come together in the portfolio, it must be put together. It is now that the student should create a title page, table of contents, and the introduction to help explain how the portfolio will look. The introduction is the students opportunity to tie together the portfolio contents and summarize the qualifications that have been earned over time.

Entomological Learning Goals The learning goals of the entomology program are to provide students with a broad-based understanding of the science of entomology. Due to the options of completing an entomological program at the University of Nebraska-Lincoln at different levels of learning, such as an undergraduate degree, three options for masters, and a Ph.D, the memorandum of courses will help establishing the learning goals for each student. The memorandum of courses is designed for students who will be studying insects, their adaptions, and the practices of how to deal with insects. Some goals that the students at the undergraduate level are: 

To determine a response of how to complete insect identification, function, and structure.

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To understand the evolutionary and ecological relationships of insects with other life forms and the impact of insects relative to human health and well-being and animal and plant health.

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To understand the principles and methods of managing beneficial and pest insect populations.

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To apply the scientific method to problem-solving questions and the foundation of experimental design and analysis at it pertains to entomology and its related fields.

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To be able to correspond entomological research and educational materials accurately and competently. This can be completed orally, visually, and in writing. Also to be able to work efficiently with others in research, field, or classroom environments.

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The student must accomplish a responsive background to the biochemical and physiological processes that control insect form, growth, and metabolism.

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The student can understand the ecological and evolutionary significance of insects on the planet.

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The student will have gained a broad background in the biological sciences.

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The student will have an understanding in pining down pest levels and understand the relationship of plant and animal hosts. This will foster the students learning and the management of these pests.

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The student should understand the basic environmental, legal, and ethical issues involved in insect population management.

Some goals that the student at that graduate level should cover are: 

To determine a response of how to complete insect identification, function, and structure.

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To understand the evolutionary and ecological relationships of insects with other life forms and the impact of insects relative to human health and well-being and animal and plant health.

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understand the principles and methods of managing beneficial and pest insect populations 17

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To apply the scientific method to problem-solving questions and the foundation of experimental design and analysis at it pertains to entomology and its related fields.be able to communicate research and educational materials accurately and competently – orally, visually, and in writing – be able to work efficiently with others

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The student must accomplish a responsive background to the biochemical and physiological processes that control insect form, growth, and metabolism.

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The student can understand the ecological and evolutionary significance of insects on the planet.

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The student will have gained a broad background in the biological sciences.

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The student will have an understanding in pining down pest levels and understand the relationship of plant and animal hosts. This will foster the students learning and the management of these pests.

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The student will understand the environmental, legal, and ethical issues involved in insect population management.

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The student should have a core knowledge of entomology.

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The student will have an in-depth command of their area of concentration within the broad field of entomology.

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The student can design an original research idea. This means that the student is skilled in research methods and will be able to write concise and persuasive grant proposals.

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The student will be able to connect effectively with their scientific colleagues and the general public in both formal and informal settings.

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The student should be able to talk through complex issues facing entomology or toxicology professionals. Some of these conversations can take into account related ethical, social, legal, economic, and environmental issues that are related to entomology.

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Finally, the individual student should be able to work effectively with their colleagues and fellow students.

Alignment and Assessment

For any creation of the portfolio to happen, there must be an alignment of the format so that the evidence matches what the portfolio will be about (Haldane, 2014). An advantage of different types of portfolio is that any evidence that is collected to help provide and create a portfolio, will be allowed to help tell a better story of an individual. Portfolios endeavor to create a way of assessing student learning that is different from traditional methods used in higher education (Paulson, Paulson, & Meyer, 1991). Achievement tests offer outcomes in units on topics that are accountable and measurable. The portfolio assessments offers the opportunity to observe students in much larger context by the quality of the work produced (Ambrose, Martin, & Page Jr., 2014). Portfolios can show students taking risks, developing creative solutions, and learning to make judgments about their own performances on certain topics (Paulson, Paulson, & Meyer, 1991). This creation of a student’s work provides a much more complex and comprehensive view of a student’s performance overall. It is a portfolio when the student is a participant in, rather than the object of an assessment (Paulson, Paulson, & Meyer, 1991). Increasing number of colleges and universities have engaged in some form of student assessment activity over the last decade in higher education (Peterson & Einarson, 2001).

Concerns about using portfolio as assessments

Incorporating PBA into courses is challenging for numerous reasons, including interpretation of components, reliability, validity, and logistics as well as the time investment for

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both students and instructors (Yang, 2003). To implement PBA, an instructor must develop necessary components that are based on the purpose or goal of the portfolio as well as rubrics because effective scoring can be problematic (Collins, 1992). These concerns require the instructor to be dedicated, organized, and self-disciplined (Wright, 2008).Implementation of PBA, therefore, requires a great deal of learning by the instructor (Michael, 2006). It has been suggested that PBA content should be limited and one dimensional, allowing for reliable evaluation because when topics increase, consistency and reliability can be lost (Wright, 2007). As with all types of assessment, the completion of PBA tasks may have little to do with whether students understand content (Vitale, Romance, & Dolan, 2006).

Conclusion

General Education requirements at most universities require at least one undergraduate science course before graduation. This will be the last formal science instruction for many students in their life. Not surprisingly, instructors of these courses frequently place emphasis on developing students’ understanding and appreciation of the nature of science in addition to the content. As demonstrated here, portfolio assessment is one approach consistent with such instructional goals. Portfolios can provide multiple avenues for non-science majors to apply and demonstrate understanding that are likely to complement ways of understanding in their own discipline. Portfolios also incorporate frequent and personal feedback that, when coupled with writing-intensive tasks, can help students hone their writing skills while simultaneously gaining insights into science as it is actually practiced by scientists. Although the portfolio approach described here is applied to entomology, analogous materials could easily be put together to achieve the learning objectives of other General Education science courses.

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Works Cited Ambrose, G. A., Martin, H. E., & Page Jr., H. R. (2014). Linking advising and e-portfolios for engagement: Design, evolution, assessment, and University–wide implementation. Peer Review, 1-8. American Association of Colleges and Universities. (2008). College learning for the new global century. Washington D.C. Barrett, H. C. (2009). Create your own electronic portfolio: Using off-the-shelf software to showcasse your own student work. Learning & Leading with Technology, 1-8. Calfee, R. C., & Freedman, S. W. (1996). Classroom writing portfolios: Old, new, borrowed, blue. In R. C. Calfee, & P. Perfumo, Writing portfolios in the classroom (p. 384). Mahwah, New Jersey: Lawrence Erlbaum Association, Inc. . Collins, A. (1992). Portfolios for science education: Issues in purpose, structure, and authenticity. Science Education, 451-463. Gambino, L. M. (2014). Putting e-portfolios at the center of our learning. Peer Review, 1-7. Haldane, T. (2014). "Portfolios" as a method of assessment in medical education . Gastroenterology & Hepatology from Bed to Bench, 89-93. Haury, D. L. (1993). Assessing student performance in science. Columbus, OH: ERIC Clearinghouse for science mathematics and environmental education. Kahn, S. (2014). E-portfolios: A look at where we've ben, where we are now, and where we're (possibly) going. Peer Review, 1-7. Klenowski, V., Askew, S., & Carnell, E. (2006). Portfolios for learning, assessment and professional development in higher education. Assessment & Evaluation in Higher Education, 267-286. Michael, J. (2006). Where’s the evidence that active learning works? Advances in Physiology Education, 159-167. Offerdahl, E., & Impey, C. (2012). Assessing general education science courses: A portfolio approach. Jpurnalof College Science Teaching, 19-25. Paulson, F. L., Paulson, P. R., & Meyer, C. A. (1991). What makes a portfolio a portfolio. Educational leadership, 60-63. Peterson, M. W., & Einarson, M. K. (2001). What are colleges doing about student assessment? Does it make a difference? The journal of higher education, 629-669. 21

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Powell, T. (2013). The importance of assessments: How portfolios can impact students' selfefficacy and comprehension in an online graphic design course. ERIC, 1-159. Ross, H. H. (1948). A textbook of entomology. New York, New You=rk: Wiley. Vitale, M. R., Romance, N. R., & Dolan, M. F. (2006). A knowledge-based framework for the classroom asessment of stuent science understanding. In M. McMahon, P. Simmons, R. Sommers, D. DeBaets, & F. Crawley, Assessment in science: Practical experiences and education research (pp. 1-14). Arlington, Virgina: National Science Teachers Association. Washington State University. (2015, April 01). What is Entomology. Retrieved from Washington University: http://entomology.wsu.edu/prospective-students/the-what-why-ofentomology/ Wright, R. J. (2008). Educational assessment: Tests and measurements in the age of accountability . Los Angeles, California : Sage Publications, Inc. . Yang, N.-D. (2003). Integrating portfolios into learning strategy-based instruction for EFL college students. International Review of Applied Linguistics in Language Teaching, 293317.

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Vita

Dustin Ray Stockmann was born in Farmington, Missouri on October 06, 1986. He was raised in De Soto and attended elementary and secondary school in the De Soto R-73 School District when he graduated in 2005. Dustin went on to attend college at Jefferson College in Hillsboro, Missouri and graduated with an Associates of Arts. He then attended Missouri Baptist University in Saint Louis, Missouri and graduated with a B.A. in Elementary education in 2010, and a M.S.E. in Curriculum and Instruction in 2012. Next he attended Washington University and graduated with a certificate of Advance Science Education. Finally he has attended Lindenwood University and has graduated with a M.S. in School Administration in 2013, and an Educational Specialist in 2014 in Educational Leadership. He is currently pursuing a MS at the University of NebraskaLincoln, and an Educational Doctorate at Lindenwood University.

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