Titlebook: Assessment in Geographical Education: An International Perspective; Theresa Bourke,Reece Mills,Rod Lane Book 2022 The Editor(s) (if applic

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https://doi.org/10.1057/9780230514850rs to engage with ‘conceptual acrobatics’ to understanding the philosophies and structures that influence the development of the reconceptualization of assessment literacy in teaching practice. Every teacher has a philosophy of assessment standard that influences the way they interpret the standards

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Book 2022e progression of learning looks like for each concept and skill so we candevelop fit for purpose assessments that track and improve student learning. While there is a substantial literature on evidence-based assessment in secondary school contexts, research exploring best-practice assessment in geog

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Assessment of Mapping Learning Progressions in Geographyed to empirical LP research in geography education. The first step in identifying an LP is to define what students know and can do at different levels of their learning of a concept. This study selected six map elements—contour lines, distance, location, map projection, orientation, and scale—as ess

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Assessing Spatial Skills/Thinking in Geographyof this capability is an important task. However, to date, there have been few assessment instruments developed for spatial skills/thinking, and measures and approaches vary across disciplines and from study to study. The goal of this chapter is to review and synthesize peer-reviewed articles on the

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