Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/23799
Title: 
Authors: 
Keywords: 
Inquiry
Fieldwork
Summative assessment
Formative assessment
Issue Date: 
2022
Citation: 
Chang, C.-H., & Ow, P. (2022). Inquiry-based fieldwork assessment for and as learning in geography. In T. Bourke, R. Mills, & R. Lane (Eds.), Assessment in geographical education: An international perspective (pp. 123-134). Springer. https://doi.org/10.1007/978-3-030-95139-9_6
Abstract: 
In balancing the role of assessment as an integral part of the curriculum and teaching process and that of a measurement and reporting tool, practitioners are often challenged to design good assessment tasks that fulfil these purposes as well as developing cognitive skills and abilities. While there are many research studies on inquiry in fieldwork and on assessment in geography education, there is little recognition on how the whole process of inquiry acts as a form of fieldwork assessment within geographical education. This chapter proposes that inquiry can be a mode of assessment for and as fieldwork and need not be solely administered at the end of fieldwork activities.
Description: 
The published version is available at: https://doi.org/10.1007/978-3-030-95139-9_6
URI: 
ISBN: 
9783030951399 (online)
9783030951382 (print)
DOI: 
File Permission: 
None
File Availability: 
No file
Appears in Collections:Book Chapters

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