7. Planning, assessing and reporting

7.6 Employ diagnostic assessment to inform their own teaching and student understanding.

Focus questions:
  • How does your diagnostic assessment contribute to your own learning?
Further questions:
  • How do you evaluate the materials and activities that you use in your classroom practice?

Further links and resources

Description of “two-way” assessment:
“Assessment in practice is usually based on the ‘measurement’ of an individual’s learning at a particular point in time, or on a particular task. The performance is assumed to provide a good indicator of that person’s knowledge, understanding and skills. Sometimes this summative assessment is enough. However, assessments can also be used to signpost future learning goals – formative assessment. There is a major difference between assessment of learning (summative) and assessment for learning (formative). Thus, assessment should not only be about end of course testing, in which students’ attainment is acknowledged by a single mark or grade. The process should also be ‘two way’, with students regularly included in discussions about their future learning. This has the advantage that teachers ‘get to know’ students and enables students more fully to understand the process of teaching, learning, assessment and improving attainment. 

Butt G, for Geographical Association (GA), GTIP Orientation Piece – Assessment; 2010.
Accessed on: http://www.geography.org.uk/gtip/orientationpieces/assessment/ (Accessed March 2010)

Examples of questions to assist with ‘focussed evaluation’: 

  • How effective were the learning activities in developing conceptual understanding in the topic of study?
  • Did learning activities support the development of key skills and processes?Did any particular group of learners find the learning activities too challenging/insufficiently challenging? 
  • Were the learning activities inclusive?
  • Was learner participation maximised in the activities?
  • Did the activities generate and sustain sufficient interest in the topic of study?
  • Were there sufficient opportunities to assess learning and give feedback?
  • What have I learned about this topic/concept that will consolidate/impact on future planning?
  • Were my planning strategies effective (time, organisation, behaviour)?What key targets from these learning activities should feed-forward into my future planning?
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: