Abstract
ABSTRACTAn initial call by the editors of International Research in Geographical and Environmental Education prompted a study about the inclusion of geography in the Trends in International Mathematics and Science Study (TIMSS) tests. This study found that the geography education community were overwhelmingly in favour of such a move, believing that the information collected would be valuable in enhancing learning outcomes through its impact on research, policy and teaching practice. However, a number of questions about the development and implementation of this assessment were posed. This paper addresses two of these questions: (1) what is the global geographical education community's views about Grades 4 and 8 as target year levels for the assessment?; and (2) what types of knowledge and cognitive dimensions would they like to see assessed? Based on these findings, the overarching key question that requires further discussion is: can there be some degree of consensus in terms of what should be assessed and how the test should be implemented?
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