Assessment in the Geography Classroom

Paper Summary:

Assessment is a strong component on the agenda for all the major political parties in Britain as a result of the discourse of the 'failing schools' and the notion of promoting equal opportunities in and through education. The purpose of this paper is to discover if the following factors have a detrimental effect on assessment in the geography classroom: Selection, maintaining standards, motivation, accountability, comparison, certification, feed back for students, parents and teachers, preparation for life, social control and curriculum control.

Outline
What is Assessment
Assessment and Raising Standards of Attainment Within Schools
Rationale
Assigning Levels
Evaluation and Analysis

From the Paper:

"Balderstone and Lambert (1992) argue that we need two types of evidence for effective assessment: teacher evidence- which consists of observations, records and notes; and pupils evidence- which comes in many forms: written evidence (reports, notes, diaries, questionnaires, stories, essays, newspaper articles, short answer questions, multiple choice questions); Oral evidence (questioning, discussions, interviews, sequencing, role play, pupil presentations, tapes, video recordings, debates); Geographical evidence (maps, drawings, graphs, print-out, photographs); and Products (models, artefacts)."

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