Assessing the enquiry process Andy Owen. Fieldwork and enquiry Where we are Pressure to deliver...

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Assessing the enquiry process Andy Owen

Transcript of Assessing the enquiry process Andy Owen. Fieldwork and enquiry Where we are Pressure to deliver...

Page 1: Assessing the enquiry process Andy Owen. Fieldwork and enquiry Where we are Pressure to deliver progress measures has reduced risk in many schools Fieldwork.

Assessing the enquiry processAndy Owen

Page 2: Assessing the enquiry process Andy Owen. Fieldwork and enquiry Where we are Pressure to deliver progress measures has reduced risk in many schools Fieldwork.

Fieldwork and enquiry

Where we are

• Pressure to deliver progress measures has

reduced risk in many schools

• Fieldwork has become a series of routine

tasks to be performed.

• Learners are not actively involved in decision

making or evaluating.

Where we want to be

• Fieldwork should be embedded in the

curriculum, it’s not a bolt-on.

• Start from learners’ own experiences of places,

or of the world through, for example, their own

questions or perceptions.

• Learners should be able to make conceptual

links between their local field study and wider

geographical processes/patterns

Page 3: Assessing the enquiry process Andy Owen. Fieldwork and enquiry Where we are Pressure to deliver progress measures has reduced risk in many schools Fieldwork.

A deficit model of fieldwork?

QuestionPlan

ObserveCollectRecord

RepresentAnalyse

Apply

Review

In some cases

learners have one

opportunity to get

this right

Page 4: Assessing the enquiry process Andy Owen. Fieldwork and enquiry Where we are Pressure to deliver progress measures has reduced risk in many schools Fieldwork.

Creating a need to know

Asking questions to: Identify issues / problems

Be creative

Hypothesise

Make links with existing geographical knowledge

Reflecting on learning

To be critical in relation to:

Data sources

Techniques used / sampling strategies

Stakeholder views

How the enquiry could be improved

The value of what was learnt

Using data

Using primary & secondary data to: Locate / contextualise the enquiry

Collect evidence

Select evidence

Represent the evidence

Making sense Query the evidence to:

Analyse Recognise relationships Reach conclusions Make decisions / solve problems Relate findings to existing

knowledge

Acknowledgement: Margaret Roberts

Will the new GCSE specifications encourage a wider approach to fieldwork?

Few students encouraged to be creative at this stage e.g. in using apps

Some students write to a checklist – how to evaluate etc.

Page 5: Assessing the enquiry process Andy Owen. Fieldwork and enquiry Where we are Pressure to deliver progress measures has reduced risk in many schools Fieldwork.

Some limitations of controlled assessment

Evidence suggests:1. Middle ability candidates struggle to make a

conceptual leap between theoretical understanding & evidence seen in the messy geography of a unique fieldwork site.

2. Over-structuring of CA tasks in some schools – reducing an expectation of critical thinking and evaluating what they have learned.

3. Presenting enquiry as a series of tasks based on measurement and recording. The aim of the enquiry, its links to wider geographical ideas and the importance of evaluation are often under-valued.

Page 6: Assessing the enquiry process Andy Owen. Fieldwork and enquiry Where we are Pressure to deliver progress measures has reduced risk in many schools Fieldwork.

Closed task Framed enquiry Independent enquiry

Questions

A task is presented. Questions are not explicit.

Enquiry questions are selected by teacher but are explicit.

Students decide enquiry questions, framed by teacher input.

Data

Decisions about fieldwork procedure are made by teachers. Data is presented as authoritative evidence.

Decisions about fieldwork procedure are made largely by teachers. Data is presented as information to be interpreted.

Students are involved in key decisions about fieldwork procedure and data sources.

Making sense

Activities devised by teacher to achieve pre-determined objectives. Students follow instructions.

Methods of representation are open to discussion and choice. Analysis is independent.

Students independently analyse evidence and make decisions / reach conclusions.

Reflection

Predictable outcomes. Students discuss what they have learnt; different outcomes.

Students consider the validity of evidence / reliability of data and methods.

The weakest examples from Controlled Assessment

The best examples from Controlled Assessment

Where A level students will have to be from 2016

Page 7: Assessing the enquiry process Andy Owen. Fieldwork and enquiry Where we are Pressure to deliver progress measures has reduced risk in many schools Fieldwork.

What were our aims when developing Component 3?

• The Eduqas model of fieldwork has been developed to ensure that learners are involved in the enquiry process – to encourage them to think geographically and critically.

• Give teachers the freedom to choose the context and location for their fieldwork – with as few constraints as possible

• Strengthen the link between local study and wider conceptual understanding.

Page 8: Assessing the enquiry process Andy Owen. Fieldwork and enquiry Where we are Pressure to deliver progress measures has reduced risk in many schools Fieldwork.

The Eduqas approachDfE subject content requires two contrasting environments – e.g. rivers / coasts, urban / rural.

Eduqas specifies two approaches:• A focus on one fieldwork methodology• A focus on one geographical concept

Teachers are free to choose:• Location: e.g. two separate days in different

environments? or two days in a single location that offers contrasts e.g. Swanage, Peak District, Manchester.

• A topic or focus for enquiry. E.g. rural tourism? Rivers? Urban environments?

• A question for investigation

Page 9: Assessing the enquiry process Andy Owen. Fieldwork and enquiry Where we are Pressure to deliver progress measures has reduced risk in many schools Fieldwork.

Creating a need to knowAsking questions to: Identify issues / problems Be creative Hypothesise Make links with existing

geographical knowledge

Reflecting on learningTo be critical in relation to:

Data sources Techniques used / sampling

strategies Stakeholder views How the enquiry could be improved The value of what was learnt

Using dataUsing primary & secondary data to: Locate / contextualise the enquiry Collect evidence Select evidence Represent the evidence

Making senseQuery the evidence to: Analyse Recognise relationships Reach conclusions Make decisions / solve problems Relate findings to existing knowledge

Acknowledgement: Margaret Roberts

Page 10: Assessing the enquiry process Andy Owen. Fieldwork and enquiry Where we are Pressure to deliver progress measures has reduced risk in many schools Fieldwork.

Eduqas Geography fieldwork A common paper across both specifications, with two guiding principles for Eduqas Geography fieldwork:

1. Learners should be actively involved in planning the enquiry process – posing questions, selecting samples etc. E.g. how could I use my smartphone apps in collecting data? Where should I collect data? What kind of fieldwork report should I write?

2. A conceptual approach encourages learners to relate their understanding of the unique features of their field study site to the wider UK. E.g. What have I learned here that could apply elsewhere?

Page 11: Assessing the enquiry process Andy Owen. Fieldwork and enquiry Where we are Pressure to deliver progress measures has reduced risk in many schools Fieldwork.

A Fieldwork methodologies

1. Use of transects – e.g. quality of life across an urban area, flow and

deposition across a river channel

2. Change over time – e.g. changing patterns of retailing, changing coastal

management

3. Qualitative surveys – e.g. environmental quality of urban areas, the value

of coastal landscapes

4. Geographical flows – e.g. commuter movements, river discharge

changes downstream

Different focus for each exam cycle:Publicised at least two years in advance of examination

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• Place – e.g. characteristics of coastal landforms in two locations

• Sphere of influence – e.g. sphere of influence of a large urban area and its

impact on its hinterland

• Cycles and flows – e.g. migration survey, seasonal change in an ecosystem

• Mitigating risk – e.g. flood risk, local responses to climate change

• Sustainability – e.g. how far a settlement meets the requirements of Egan’s

wheel, quality of urban environments in meeting people’s needs

• Inequality – e.g. quality of urban environment, comparing access to services in

urban and rural areas

B Conceptual frameworks

Also changed over different cycles, with at least 2 years advance notice

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Time.

• For planning, preparation for the fieldwork and the consolidation phase

• For students to write-up their enquiry for exam preparation; a written

outcome seems essential. Exam testing an experience from a year ago

can’t be done purely from memory

• For skills development in designing, presenting, analysing, reflecting and

evaluating

• Two topics over a two-year GCSE might take 8 weeks of fieldwork and

write-up

4 Implications for teaching

Page 14: Assessing the enquiry process Andy Owen. Fieldwork and enquiry Where we are Pressure to deliver progress measures has reduced risk in many schools Fieldwork.

Key issues for geography departments

Where will the two tasks sit within the learning programme?

How much curriculum time for (a) preparation (b) consolidation?

How best to ensure learners are involved in the full cycle from posing questions

to evaluation and then providing an input to the next fieldwork?

Encouraging enquiry (rather than tasks) at KS3?

Planning progression to A level?

How do I prepare/revise for the examination?

Raising awareness with SLT?

Support from the exam board?

Page 15: Assessing the enquiry process Andy Owen. Fieldwork and enquiry Where we are Pressure to deliver progress measures has reduced risk in many schools Fieldwork.

New Assessment Objectives & fieldwork

• AO3 Apply knowledge and understanding to interpret, analyse and

evaluate geographical information and issues and to make judgements.

• AO4 Select, adapt and use a variety of skills and techniques to

investigate questions and issues and communicate findings.

35%(10% fwk)

25%(5% fwk)

So 15% total fieldwork, assessed only by AO3 and AO4

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What might exams look like? 1

Investigating flows

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What might exams look like? 2

Investigating sustainability

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Any questions?

Contact GCSE Geography Subject Officer:

Andrew Owen

[email protected]

Follow on Twitter:

@eduqas

Visit the website:

www.eduqas.co.uk