Assessment Methods in Geography Education: A Systematic Review

Document Type : Original Article

Authors

1 Assistant Professor of Architecture Department, Technical and Vocational University, Tehran, Iran

2 Ph. D. of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran

Abstract

There are hundreds of articles on assessment in geography education. However, these articles differ in their recommendations and conclusions based on research evidence. Globally, evidence-based practice is a priority, and an accurate understanding of what empirical research says about it is essential. A systematic review provides an accurate way to achieve this. In the present study, articles devoted to assessment in geography education were reviewed. The method used in this study was a review and use of library resources. In this study, first, a review of library resources and research in the field of evaluation methods in geography education was performed. All resources used in this article were searched from Google search engine, Science Direct, Google Scholar, Wiley Online and Elsevier. The conclusion of the present study is that clarity is necessary in the following cases: (1) basic geographical knowledge and skills that students should develop; (2) the nature of learning progress in each of these areas and (3) the types of assessment methods that provide valid and reliable criteria for this progress.

Keywords

Quarterly journal of research in social studies education
Volume 3, Issue 4 - Serial Number 10
January 2022
Pages 89-106

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