Developing students' conceptions of quality in geography

Authors: Davies, Peter1; Durbin, Chris2; Clarke, Jon3; Dale, Julie4

Source: The Curriculum Journal, Volume 15, Number 1, March, 2004 , pp. 19-34(16)

Publisher: Routledge, part of the Taylor & Francis Group

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Abstract:

In this article we present evidence linking an improvement in students' conceptions of quality in their work in geography with improvements in the outcomes of their learning. In the first part of the article we develop a rationale for the approach to formative assessment employed in this research. Our results are derived from testing this approach in three schools using control and intervention groups. In the light of these results we comment on some dichotomies in assessment and learning that have been suggested in previous research.

Keywords: Quality Criteria; Learning Outcomes; Self-assessment; Geography; Formative Assessment

Document Type: Research article

DOI: 10.1080/1026716032000189452

Affiliations: 1: Institute for Education Policy Research, Staffordshire University 2: Quality Learning Services, Staffordshire 3: Cannock High School, Staffordshire 4: St. John Fisher High School, Staffordshire

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