Assessment in Geography Education: A Systematic Review

Autor/inn/en	Lane, Rod; Bourke, Terri
Titel	Assessment in Geography Education: A Systematic Review
Quelle	In: International Research in Geographical and Environmental Education, 28 (2019) 1, S.22-36 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lane, Rod) ORCID (Bourke, Terri)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1038-2046
DOI	10.1080/10382046.2017.1385348
Schlagwörter	Geography Instruction; Evidence Based Practice; Student Evaluation; Evaluation Methods; Formative Evaluation; Spatial Ability; Grading; Academic Standards; Content Analysis; Alignment (Education); Knowledge Level; Search Strategies; Educational Research; Elementary Secondary Education; Thinking Skills; International Assessment; Case Studies; Educational Policy + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Schulnote; Studentische Bewertung; Räumliches Vorstellungsvermögen; Notengebung; Inhaltsanalyse; Wissensbasis; Suchstrategie; Bildungsforschung; Pädagogische Forschung; Denkfähigkeit; Case study; Fallstudie; Case Study; Politics of education; Bildungspolitik
Abstract	There are more than 700 articles exploring assessment in geography education. However, these papers vary in the degree to which recommendations and conclusions are based on research evidence. Globally, evidence-based practice is being prioritised, making it essential to understand exactly what the empirical research around this topic is saying. A systematic review provides a rigorous method for achieving such a task. This paper quantifies and systematically accounts for the proportion and scope of articles dedicated to assessment in geography education. We conclude that clarity is required regarding: (1) the essential geographical knowledge and skills students should develop; (2) the nature of the learning progressions in each of these areas; and (3) the types and formats of assessment instruments that will provide valid and reliable measures of this progress. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01