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Developing students’ conceptions of quality in geography
Author(s) -
Davies Peter,
Durbin Chris,
Clarke Jon,
Dale Julie
Publication year - 2004
Publication title -
the curriculum journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.843
H-Index - 36
eISSN - 1469-3704
pISSN - 0958-5176
DOI - 10.1080/1026716032000189452
Subject(s) - formative assessment , dichotomy , quality (philosophy) , mathematics education , control (management) , intervention (counseling) , work (physics) , psychology , pedagogy , sociology , epistemology , computer science , engineering , philosophy , artificial intelligence , psychiatry , mechanical engineering
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.