Engaging with Conceptual Acrobatics: Geography Assessment Standards and Rubrics

Abstract

AbstractThis chapter provides a theoretical and critical exploration of how different discourses of assessment standards relate to teacher use of criteria and standards-based rubrics in geography classrooms. Fundamentally, this work responds to concerns raised in the higher education literature that the critique of standards can be lost in the context of accountability and audit. Geography has a privileged place in the school curriculum in many countries across the world; hence, this standing in the curriculum provides an opportunity and scope for educators to critique how their understandings and philosophies impact geography assessment. A social realist lens is used to explore how three philosophies of geography standards (1) representational; (2) sociocultural; and (3) sociomaterial, relate to the use of rubrics in geography assessment. The theoretical critique provides a framework for teachers to engage with ‘conceptual acrobatics’ to understanding the philosophies and structures that influence the development of the reconceptualization of assessment literacy in teaching practice. Every teacher has a philosophy of assessment standard that influences the way they interpret the standards and develop rubrics. The chapter concludes with questions aimed to develop teacher assessment literacy by considering how their assessment philosophy relates to their interpretation of assessment standards and rubrics. These questions support teachers in engaging in conceptual acrobatics that uncovers how teacher interpretations of standards relate to different philosophies to develop assessment literacy. Further empirical research is required to explore how geography teachers’ philosophies of assessment standards are interpreted in assessment rubrics and how assessment literacy in practice might be further developed.KeywordsRubricSocial realistConceptual acrobaticsAssessment standardsAssessment literacyTeacher philosophy