Geography Teaching Today

Thinking About Assessment

While making changes in some of the curriculum content we have the chance to embed further the good practice of assessment for learning. The Secondary National Strategy and classroom implementation have built upon the profound work of Black and Wiliam and the Assessment Reform Group (1999):

'Improving learning through assessment depends upon five, deceptively simple key factors:

• giving effective feedback to students;
  
  
• the active involvement of students in their own learning;
  
  
• adjusting teaching to take into account of the results of assessment;
  
  
• recognising the influence assessment has on the motivation and self-esteem of students, both of which are crucial influences on learning;
  
  
• enabling students to be able to assess themselves and understand how to improve.'

Consider the evidence you have for taking into account these factors within your scheme of work in relation to sustainable communities.



GCSE internal assessment

You will recognise the congruence between your reflection upon sustainable communities and the examples given below in terms of 'real contexts' and 'own lives'.

Examples of aspects (outcomes) appropriately assessed by internal assessment across a range of subjects

Teachers, senior moderators and researchers identified the following aspects as potential outcomes that would be most appropriately assessed by internal assessment:

Geography

• Competent in a range of skills and abilities that characterise being a geographer
  
• Able to apply geographical knowledge, understanding, skills and abilities to new situationsand a variety of real contexts
  
• Able to apply geographical learning appropriately and creatively to their own lives and circumstances

Source: QCA (2007) Improving GCSE: Internal and Controlled Assessment. See website.

Are you bearing in mind changes in GCSE specification and the adjustment from coursework to controlled assessment?

Outline your intentions for task setting related to sustainable communities which 'avoids formulaic or predictable responses' and takes into account enquiry skills and fieldwork.

See the GCSE Geography subject criteria (2008).

Now go to In conclusion Summary