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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| Published in | International research in geographical and environmental education Vol. 26; no. 1; pp. 71 - 85 |
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| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Routledge
02.01.2017
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| Subjects | |
| Online Access | Get full text |
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| Abstract | 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. |
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| AbstractList | 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. 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. [Author abstract] |
| Audience | Elementary Secondary Education |
| Author | Lane, Rod Bourke, Terri |
| AuthorAffiliation | Macquarie University. Dept of Education Queensland University of Technology. Faculty of Education |
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| Cites_doi | 10.1080/03054980601119557 10.1111/j.1745-3992.1997.tb00585.x 10.1080/10382046.2010.519148 10.1590/S0104-40362011000500002 10.1080/10382046.2014.927172 10.1111/j.1467-985X.2006.00439.x 10.1353/foc.0.0023 10.1108/S1479-3679(2009)10 10.1080/10382046.2010.519149 10.1007/978-1-4020-5908-7_15 10.1191/1478088706qp063oa 10.1080/0141192042000195272 10.1080/0969594940010203 |
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| Notes | 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 |
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| References | cit0011 Mullis I.V.S. (cit0015) 2013 cit0020 cit0010 Lambert D. (cit0012) 1995; 20 cit0021 Baker D.P. (cit0002) 2009; 10 Gipps C. (cit0007) 1994 Haubrich H. (cit0009) 1996 Messick S. (cit0014) 1989 cit0019 Harkness J. (cit0008) 2002 cit0017 cit0018 cit0004 cit0005 cit0016 cit0013 cit0003 |
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| SubjectTerms | 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) |
| Title | Possibilities for an international assessment in geography |
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