A2 Unit 4B
Issue Evaluation Exercise
Y12 2013 - 2014
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The Process of Issue Evaluation (1)
• This demands the development of the range
of geographical skills, knowledge and
understanding identified in the Specification.
• Unit 4B allows candidates to extend the
content of the specification within the
specialised context of issue evaluation.
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The Process of Issue Evaluation (2)
To enable candidates to address issue evaluation they must:
• interpret a range of data and resources provided for them in an Advance
Information Booklet (AIB)
• use techniques to present and analyse data from the AIB
• consider how additional information could be collected using fieldwork,
internet research and other methods
• relate the data to the body of geographical knowledge and understanding
developed through their AS and A2 studies
• where necessary, carry out further research into the issue or the area
referred to in the AIB
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The Process of Issue Evaluation (3)
• be able to recognise and define an issue
• consider evidence from different points of
view
• recognise shortcomings of the data and
consider other possible sources through which
those shortcomings could be remedied
• establish criteria for evaluation of the issue or
for decision making
• evaluate a range of options concerning the
management of an issue or of a decision
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The Process of Issue Evaluation (4)
• identify and analyse potential areas of conflict
• consider ways of resolving or reducing conflict
• recommend a way of managing the issue or
make a decision – and justify their
recommendation
• suggest the possible impact of action that
could result from their recommendation
• review the process of issue evaluation.
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Scale and context
It is envisaged that, over time, a variety of scales will be
used from local to regional, to national, to international.
The context will also be varied from the UK, to other
countries, thus representing countries in various stages
of development. Where the context is drawn from those
areas of the AS or A2 specification which are optional,
material will be provided in the AIB in such a way as to
enable all candidates to be assessed to A Level
standard.
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Use of the AIB
• The Advance Information Booklet (AIB) is
issued 8 weeks prior to the examination (in
November for the January exam, April for the
June exam).
• Students are expected to familiarise
themselves with the material, but not to learn
it or do extensive research on it.
However – this does not mean that no work
should be done!
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What sort of preparation should be done?
• Read and re-read the
booklet to become
absolutely familiar with
the content and layout –
know what is there and
where it is. Perhaps even
produce a short summary
of each page.
• Look up the meaning of
any unfamiliar words and
phrases – ask a teacher
for help!
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• Use an atlas/other sources
to ensure a working
knowledge of the
geographical area under
consideration.
• List the concepts, theories,
processes etc. which are
referred to in the AIB – do
you understand them all?
Data Manipulation
• You should also think about
ways of manipulating data;
looking at proportions,
percentage changes etc.
(has anything
doubled/tripled/halved?)
• However, you must beware
of ‘data waffle’ – describing
masses of data rather than
actually utilising it.
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• The key as always is to look
for trends, choose one or
two pieces of data to
illustrate the point (but not
too many) and identify any
anomalies that may be
apparent.
Use of OS Maps
• Ensure you have sharpened up your map skills
– it is always surprising how many have
forgotten how to give even a simple four
figure grid reference.
• You should be encouraged to be specific in
your use of maps and should be able to give
both 4 and 6 figure grid references, measure
distances accurately, estimate areas, use
direction and refer to relevant place names
and human/physical features. (But again,
beware of doing too much…)
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Should you try to second-guess the questions?
• You (and your teachers!) will always try to do this, but there is
an obvious pitfall. You may then find it difficult to answer a
‘different’ set of questions in the examination.
• However, it can be helpful to consider some of the
questions/issues that might arise – perhaps working in small
groups, brainstorming the topic, asking each other questions
about the data/processes/location etc.
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Use of the Internet
• This can be very useful from the point of view of researching
relevant material and getting a ‘feel’ for the topic and
location.
• In some cases, the AIB itself acknowledges various internet
sites and these are well worth looking into. You may even be
directed to certain websites.
• However, you should be careful that you are not drawn into
extensive research of complex sites which may have marginal
relevance or may provide biased points of view.
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The Best Answers…
• Demonstrate an intimate knowledge of the AIB
• Make reference to different items within the AIB and bring
them together in an interesting and relevant manner
• Show good insight into any data provided and utilise it well
• Demonstrate knowledge and understanding of previous study
• Look at the issue in terms of time scales – short term/long
term
• Develop connections within and between scales
• Balance different points of view
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The Poorest answers…
• Are often brief and unstructured
• Contain large amounts of material/data that is
simply copied from the AIB or perhaps has
only minor changes to the original wording.
• Demonstrate little familiarity with the AIB and
little evidence of geographical thinking.
• Miss the “sense of place”.
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Coming to a decision in an issue evaluation
exercise
• In the context of an issue
evaluation exercise, you
may or may not have to
come to a decision, but you
will certainly have to
undertake some
evaluation.
• Remember that there is not
usually a ‘right answer’ – it
is how well you can support
your arguments that is the
key factor.
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• Note if you are asked to
make a choice, it is
important that you explain
why you have rejected
other options rather than
concentrating solely on the
merits of your chosen
option.
Some final words of advice…
• Answer the questions in order. There is a
logical sequence to this paper and answers to
an earlier section may provide the basis to a
later section.
• Empathise! Try to identify with the
people/groups concerned.
• Watch the Clock.
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