6 ASSESSMENT IN GEOGRAPHY
6 Assessment in geography
Figures 13 and 14 include columns in their planning grids for assessment
opportunities or outcomes. The session plan outline (see 5.1) also refers
to assessment outcomes and evidence.
As in other studies with children, it is important to know what they have
understood and learnt, what they find difficult to grasp at present and
what they are ready to move on to.
Formative assessments made during sessions provide the basis for
planning continuing work within schemes which support, challenge and
develop children's geographical understanding, as appropriate to each
child. These ongoing assessments, some of which may be recorded,
others of which may be noted mentally by the teacher, will be based on a
variety of observations and activities.
Such approaches can also be used in making summative assessments,
during or at the end of a topic, about whether a child has grasped a
particular geographical idea or skill with sufficient clarity to be able to use
it in other contexts.
Figure 15 outlines a variety of ways and contexts in which assessments of
children's geographical skills, knowledge and understanding can be made
(Foley and Janikoun, 1992; Bowles, 1993a).
Of particular value will be the involvement of the child in the assessment
process. In order for children to assess their own achievements, they need
to be clear about the purpose of what they are doing. Such an approach
could involve identdying a variety of questions for children to consider
towards the end of the scheme, such as 'I feel confident that I can
orientate a large-scale map in the school playground' or 'I can locate these
places on a world map unaided' or 'I can describe and explain why the
local housing development is taking place'. With the youngest children,
these can form the basis for discussion with the teacher and can involve
the use of such techniques as 'smiley faces'.
6.1
Interpreting statements of aftainment and
children's work
The pre-requisite for making appropriate assessments of children's
achievements is understanding the requirements in geography. The
geography Orders (DFE, 1995a) give examples alongside the programme
of study requirements, but these do not clarify what the child has to do or
needs to know or understand.
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GEOGRAPHY
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Opportunities for teacher assemsment in primary geography
Type of activity
Geographical context
OS map
Using and interpreting maps
Story to include features you can see from a given grid reference;
Postcards: stand at point X and draw what you can see. Swap cards
with other pupils - where was your postcard written? Give a detailed
account of a journey from points A to B by car or foot; signpost maps
from given grid references.
Atlas
Make your own postcard
Postcards to show which country you are in. Give at leastthree clues
in your picture and writing.
Map and plan Giving directions to other children
Can they follow instructions? Where didthey end up? Construct maps
for younger children. Do they need a key? How much information to
put in?
Listen to instructions
Draw a map of X's route to school.
Types of maps
What sort of map would yo~rneedto ...?Who would use ... type of
map?
Factual recall
Normal classroom writing
Write two pieces of work, one before and one after about a
place/issue; make up a crossword, word search to include some
clues and facts on a given topic. Devise a t e n for your friends and
construct an answer sheet.
Vocabulary
Explanations of vocabulary and concepts
Wriae a sentencelparagraphldraw a picture to illustrate x;
geographical cloze procedure with or withoutwords. Use the
following geographical terms correctly, e.g. hill, reservoir.
Drama
Role play andlor assemblies
If possible these should be written by the children, e.g. a day in the
life of a family in India.
Tape
Tape recording of discussion or explanation Explaining sattlementtypes from pictures.
Artwork
'Before and after' pictures
Treasure trails Directional competitions
Drawings in different mediums, e.g. mountains and rock strata or
deserts.
Design a trail. Follow a trail.
Orienteering
Collect letters to make up a word.
Pleyground
games
Directional games
Bouncing ball on a large map of unnamed countries. Move to N, S, E,
etc.
Board games
Designed by the children
Cross-curricula? games (geography, technology, maths, English):
routes, treasure islands, collecting sets of different shop types, etc.
Computer
Directional activities
Data bases
Logo for spatial awareness. Roamers and Turtles can all be used to
check direction and routes. Use atlas, book to fill gaps in a data base.
Add climate statistics or place names.
Technology
Project briefs
Can be made to include geography, grid references taught previously,
e.g. playground, park or room plans.
Poems
Write a poem
Following a route on a map or draw a map to go with a written poem.
Video
Video discussion
For teacher moderation and consideration: pupils make video about
an issue, e.g. siting a new local pub, supermarket or park.
Photographs
Take or use them
Where were these taken on the trail? Can you map them, identify
them or take them at given points? Spot trails are adaptable to age
levels, etc. Sort and locate photographic evidence.
FIGURE 15
Opportunities for teacher assessment in primary geography
Source: Foley a n d Janikoun, 1992, p. 55
6 ASSESSMENT IN GEOGRAPHY
The standard assessment tasks (SATs) for key stage 1geography (SEAC,
1993~)provided some helpful guidance for aspects of geography in the
original geography Order (DES, 1991a); they give some idea of 'what to
look for'. For example, the 'weather watch' SAT statement 'Record weather
observations made over a shoit period' requires the child to 'record
weather accurately for at least three days, a minimum of two recordings is
required for each day'. It also states that children should use symbols to
record the weather, but then explains that, if they are not familiar with the
symbols on the work sheet in the SAT, then they can use 'appropriate
alternatives'. This guidance is useful in considering what should be
accepted in teacher assessment.
Guidance linked to the original geography Order has also been offered for
teacher assessment in geography at key stages 1 and 3 (SEAC, 1993a,
1993b). These examples provide commentaries on background
information, an analysis and possible ways forward in relation to
particular pieces of work by children. Figure 16 shows work by two 7year-old children as part of their weather studies. It indicates what the
children have achieved and what they might go on to do.
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Considering evidence for geographical understanding
Purpose
To consider what evidence might be useful in deciding whether a child has
achieved competence in a particular aspect of geography.
Activities
1
2
Look at Figure 8 and the commentaries on Ellie and Philip's postcards in
example 1 in the fourth section.
For either Ellie or Philip, identify which aspects of the geography key
stage 1 programme of study (DFE, 1995a)these examples might provide
evidence of achievement for.
Select another aspect of the programme of study and note the type of
evidence you would look for to decide whether a child had developed
appropriate understanding. What activities would help you obtain this
evidence?
CORE A C T I V I T Y 5
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