Possibilities for an international assessment in geography

A recent editorial in International Research in Geographical and Environmental Education (IRGEE) highlighted an opportunity for the inclusion of geography as a subject in the Trends in International Mathematics and Science Study (TIMSS) tests. At present, TIMSS tests only encompass mathematics and p...

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Bibliographic Details
Published inInternational research in geographical and environmental education Vol. 26; no. 1; pp. 71 - 85
Main Authors Lane, Rod, Bourke, Terri
Format Journal Article
LanguageEnglish
Published Routledge 02.01.2017
Subjects
Advantages
Barriers
challenges
Comparative Analysis
Comparative Education
Educational assessment
Educational Benefits
Educational Opportunities
Environmental education
Evaluation methods
Geographic concepts
geography
Geography Instruction
Geography teaching
Global Approach
International Assessment
International Cooperation
International programs
Minimum Competencies
Participant Characteristics
Professional Identity
Program Implementation
Questionnaires
Relevance (Education)
Reputation
Research Projects
Secondary education
Stakeholders
Standard Setting
standardisation
Standardised tests
Stress Variables
Student assessment
Surveys
Teacher Attitudes
Teacher Surveys
Test Items
Tests
Trends in International Mathematics and Science Study (TIMSS)
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Summary:A recent editorial in International Research in Geographical and Environmental Education (IRGEE) highlighted an opportunity for the inclusion of geography as a subject in the Trends in International Mathematics and Science Study (TIMSS) tests. At present, TIMSS tests only encompass mathematics and physical sciences. The IRGEE editors encouraged geography educators to take the initiative and be proactive for a TIMSS international assessment in geography to become a reality. This paper reports on a research project to identify the perceptions of the global geography education community on the advantages and challenges of initiating and implementing such tests. The authors highlight a number of consistencies and tensions revealed by the respondents as well as potential issues of validity, reliability and fairness of a geography assessment instrument. The implications of these findings for ongoing research are discussed.
Bibliography:Refereed article. Includes bibliographical references.
International Research in Geographical and Environmental Education; v.26 n.1 p.71-85; February 2017
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:1038-2046
1747-7611
DOI:10.1080/10382046.2016.1165920