Showing papers by "Peter Davies published in 1995"
TL;DR: The authors reviewed explicit and implicit approaches to the task of describing levels of achievement in geography, identifies some key issues, and suggests one way forward on the basis of an analysis of pupils answers to pre and pilot tests developed for 14-year-olds in the National Curricula of England, Wales, and Northern Ireland.
Abstract: This paper examines the development of descriptions of “levels of attainment” in geography. Using evidence from recent UK experience, it adopts an inductive approach in looking at the work of teachers and children. This experience suggests that the art of describing levels of achievement in geography, at least in the UK, is at a primitive stage. In this context, this paper reviews explicit and implicit approaches to the task of describing levels of achievement in geography, identifies some key issues, and suggests one way forward on the basis of an analysis of pupils answers to pre and pilot tests developed for 14‐year‐olds in the National Curricula of England, Wales, and Northern Ireland.
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