7. Planning, assessing and reporting

7.5 Use assessment methods that are appropriate, valid and reliable; in reporting students’ achievements and areas for improvement, they employ a variety of procedures, ensuring they use clear and accurate language that is suitable for the intended audience.

Focus questions:
  • How does your assessment and reporting practice contribute to students’ learning?
  • How do you ensure that the assessment you use is fair and reliable?
Further questions:
  • If alternative assessment methods were to be used, what might influence such a decision? 
  • How would you undertake an evaluation of the method’s success or failure?

Further links and resources

Description of assessment for learning:
“Assessment for learning is thus intimately founded in the curriculum and in teaching and learning, rather than focused on collecting numbers to feed into schools’ performance and target setting systems: repeated measurement on its own will not bring about improvement.  Two key principles are that assessment for learning practices give, feedback to teachers and their (students), so helping modify their teaching and learning activities to promote improvement, and importantly also let (students) in on their learning.  For both these reasons they help to motivate (students) and give them the opportunity to take more responsibility for their learning.  They are particularly useful for less successful learners, in contrast to repeated summative assessments.  Whilst level descriptions are useful in providing guidance on progression, they do not readily provide the fine-grained information that answers the question, for teachers and (students), what next?”Hopkin J., for Geographical Association (GA) Education Committee, (2006) Level descriptions and assessment in geography: a GA discussion paper; 2006. pp 3-4

Accessed on:http://www.geography.org.uk/download/GA_LevelAssessmentsInGeography.doc (Accessed March 2010)

1. Knowing geography and geography curriculum
Accomplished geography teachers: 
2. Fostering geographical inquiry and fieldwork
Accomplished geography teachers:
3. Developing geographical thinking and communication
Accomplished geography teachers:
4. Understanding students and their communities
Accomplished geography teachers:
5. Establishing a safe, supportive and intellectually challenging learning environment

Accomplished geography teachers:

6. Understanding geography teaching – pedagogical practices
Accomplished geography teachers:
7. Planning, assessing and reporting

Accomplished geography teachers:

8. Progressing professional growth and development

Accomplished geography teachers:

9. Learning and working collegially

Accomplished geography teachers: