TESTING AND EVALUATION IN GEOGRAPHY

Introduction
Traditionally most testing in school curriculum has been on achievement i.e. assessment of what
a candidate has learnt at the end of a given course. In addition, these achievement tests have
been used as a means of selection of students for further education and job placement.
Today testing in school curriculum is not only for achievement but also for the quality of
teaching and learning taking place in schools. In order to do this we need to adopt appropriate
evaluation techniques that will assist in assessment of behaviour exhibited by students at the end
of a given
course.

Purpose of testing and evaluation

To evaluate is to 'determine the value of, either qualitatively or quantitatively. It is making of
judgement about the value of teaching and learning processes that take place in the classroom.
What is the difference between evaluation and measurement?

Evaluation is more inclusive than measurement. This is so because:-

Measurement is simply a number, which expresses the amount or type of characteristics possessed
by an individual. E.g. when a teacher awards student x a score of 80 and student Y a score of 70, the
only process that has been carried out is one of measurement. However, when the score of 80 is
compared with that of 70 or that of other students in a group and is judged to be either good or bad,
then an evaluation has been made.

Evaluation can either be summative or formative.

Summative
Assessment procedures used to assess the students at the end of the course or term. The essential
characteristic of summative evaluation is that the evidence (or achievement) so obtained is used as a basis
for making judgment about
(i) The level of achievement of the class
(ii) Prediction of future attainment or performance and
(iii) Selection of students for a given career.

Formative
Assessment procedures whose results are used primarily to help the teacher and students to improve the
performance in teaching and/or learning processes. It should be used to judge the process of trading and
learning rather than judging the performance of individual students. Such tests include -
quizzes, homework, and continuous assessment.
OBJECTIVES THAT CAN BE EVALUATED IN GEOGRAPHY
Its possible to examine educational objectives in the three domains as classified by Bloom. However,
the most elaborate statement of observable or examinable objectives in geography are in the cognitive
domain. For this reason these are the objectives that we shall examine.

N.B. Behavioural skills under the cognitive domain can be classified in six major headings and on
the principle of increasing complexity and mental behaviour as follows:-
Knowledge - i.e. recall of specific facts - Emphasis is on remembering geographical facts and
concepts and principles - which fall into the class of lower mental processes.
Comprehension - i.e. the ability to translate interpret and intrapolate information. It also involves
the ability to understand technical terms, theories and methodology used and studied in
the subject.
Application - The ability to recognize whether or not the principle or concept is applicable in a
given situation. N.B. It is important for geographers to ensure that a large part of the
material taught in geography should be used in developing the students' ability to transfer
or applv his knowledge in real life situations.
Analysis - The ability to comprehend, break down data into its constituent parts, identify
relationships, between these parts and to the whole, and recognize the structure in which
the parts are arranged.
Synthesis - the ability to put together elements and parts so as to form a whole. Eg. Drawing of
maps from a given set of data, describing Iandforms of an area fro observation and writing
an account of a region.
Evaluation - the ability to judge the value of materials and methods for given purposes. It is a
complex behaviour that presupposes masterly of all other five cognitive skills above.

TECHNIQUES OF TESTING AND EVALUATION

N.B. The technique used depend on the purpose and objectives to be assessed. Some evaluation
techniques fit certain subject content better than others. For example, the following are
advantages of Objective Tests:- Covers a wide coverage of the syllabus Objectivity in marking
Enhance validity and reliability of test easy in marking Test a wide variety of objectives Can
be administered at almost any level.
Evaluation procedures often used by geographers:
i) Objective tests
ii) Essay questions - structured and open ended

OBJECTIVE TESTS
Multiple choice True/ false Matching tests Filling
the gaps Checklists
 Multiple Choice tests
The most popular of all the objectively scored tests
Most widely used form of item testing because it can be used to test almost any type of
cognitive behaviour from recall of knowledge to evaluation. The format of multiple choice
questions consists of the -
i) Stem - which states the question
ii) Options - i.e. the alternative answers
iii) Key - i.e. the correct alternative answer
iv) Detractors - the incorrect alternatives
N.B. Constructing a good multiple-choice question is a difficult job and requires patience and
good command of content and construction technique.

Essay Questions
Essay questions call for continuous prose
They require the candidates to demonstrate their organizational abilities and originality Since they
are open ended, scoring is very subjective at times.
To improve objectivity in essay questions, structured essay questions were introduced in testing.
The following operative instructional phrases differentiate one essay from another: - discuss,
examine, compare and contrast, state and explain, describe, give an account of, etc.

What principles should one consider when formulating essay questions in geography?
i) Essay questions should test both the factual knowledge and other complex skills and
abilities
ii) They should state quite clearly the nature of the skills that the students are expected to
demonstrate.
iii) The instructional phrases used should be within the range of the students ability.

Following are different levels of ability that can be tested using essay question in geography:
Recall of knowledge Comparison and Contrast Description of relationships Explanation of
why and how? Application of skills and concepts Organizational skills Critical analysis and
decision making

CHARACTERISTICS OF TESTS
There are two characteristics that are quite important in judging the quality of an evaluation tool (i.e.
tests)

1. Validity
Validity means -the accuracy with which a test measures what it is intended to measure.
One of the most important considerations in judging the adequacy of a test
 There are different types of validity but to the classroom teacher, perhaps the most important one is
the content validity.
■ A test is said to have content validity if it is representative of the instructional objectives of the
course being tested. When students complain that a test was out of the syllabus or covered only a
small part of the course - then the content validity of the test is being questioned.

2. Reliability
That is the consistency with which a test measures whatever it is supposed to measure i.e. the
consistency with which the test can be marked in order to produce objective and comparable
measures; the consistency with which it can be compared with other tests of the same content
validity; the consistency of performance of students taking the test. If a test cannot live up to
these consistency levels, then its reliability is questionable.

PROGRESS RECORD
What is a progress record?

A student progress record is the record maintained by the teacher consisting of performance scores of
every student in a given subject. Such scores could be from quizzes, homework, course work or monthly
tests. The importance of maintaining updated progress record includes inter alia: It is from this record
that the subject or class teacher is able to monitor the academic progress of his students.
The data generated by the record helps the teacher to know which students require remedial work either
during the term or during the holidays
Progress record can tell the teacher how successful a given course has been by comparing scores
obtained by the same students in different topics or courses.
o
 It is also from the progress record that the end of term report is compiled.

COMMUNICATING RESULTS TO STUDENTS

Usually the internal results are communicated through a report form. This communication
is normally in the following manner:
Total score or overall grade, and The teachers comments

N.B. A report form showing the score /grades without the teachers’ comment is of little
value to the student and to those at home who would want to help the student. For this
reason, a teacher must give an appropriate comment that will be beneficial to the student.
Such comments must reflect:
(i) The ability of the student - high, average, below average et
(ii) The progress of the student - up or down and
(iii) The effort that the student is making
(iv) The areas that the student needs to improve
(v) Praise as an incentive to make him continue working hard.

Such comments include;

Very good - keep it up
Keep working hard for even better results
Steady progress-aim higher
Has shown remarkable improvement - maintain the trend. Steady worker- has potential to
do even better
Fair result- can do much better with more effort in subject X and Y e.t.c
Can do better- with additional effort
Performance has gone down- try and reverse the trend by working extra hard e.t.c

N.B. Under no way should a teacher use an abusive comment on the students report form
since it is unprofessional and will only help in making the student to hate the teacher and
loose interest in the subject.
Observation Method
Psychologist came to know the fact that children possess instinct of curiosity and are curious
to see the things for themselves and particularly those things which exist around [Link]
geographers exploited this fact to their own advantage.A thing observed and a fact discovered
by the child for himself his own efforts become a part of mental life of the [Link] is certainly
more valuable to him than the same fact or facts learnt from the teacher or a book.
The principles aspects of observation method are:
(1) to observe
(2) To record
(3) To interpret.
The technique of obtaining geographical information by direct observation is basis to the
subject.
Aids to geographical Observation
Observation method for teaching geography may be used inside the class room as well as
outside the class -room.
Inside the class-room,the following aids help observation:
( i) Globe : Globe is a useful [Link] observation,children can develops such concepts as
longitude ,latitude,meridian etc.
(ii) Charts : Charts prepared by children themselves or those commercially produced also
enhance children’s observation.
(iii) Models : Children observe things and they can convert the results of their observation
into models.
Outside the Class-room
The teacher can enrich children’s observation by adopting certain modes outside the class
room. The teacher may use the following modes for this purpose Geography is essentially an
observational science. Within the four walls of the class room, the teaching of geography is
limited to the globe, maps and the text-book. The real geography exists outside the class room.

Discussion Method
In the discussion method, the instructor typically relies on the students to provide ideas,
experiences, opinions and information. An instructor may use this during classroom periods,
and preflight and post flight briefings, after the students have gained some knowledge and
experience. Fundamentally, the discussion method is almost the opposite of the lecture method.
The instructor’s goal is to draw out what the student’s know, rather than to spend the class
period telling them. The instructor should remember that the more intense the discussion and
the greater the participation, the more effective the [Link] members of the group should
follow the discussion. The instructor should treat everyone impartially; encourage questions,
exercise patience and tact, and comment on all responses .Sarcasm or ridicule should never be
used, since it inhibits the spontaneity of the participants. In a discussion, the instructor act as a
facilitated to encourage discussion between students.

Advantages
1. Emphasis on Learning instead of Teaching,
Discussion Method emphasizes pupil-activity in the form of discussion, rather than simply
telling and lecturing by the [Link],this method is more effective.
2. Participation by Everybody.
In this method, everybody participates in the discussion, and therefore thinks and expresses
himself. This is a sure way of learning.
3. Development of Democratic way of Thinking
Everybody cooperates in the discussion, and the ideas and opinions of everybody are
respected. Thus, there is a development of democratic way of thinking and arriving at
decision.
4. Training in Reflective-expression
Students, during the course of discussion, get training in reflective thinking, which leads to
deeper understanding of the historical problem under discussion.
5. Training in Self-expression
During discussion, everybody is required to express his ideas and opinions in a clear and
concise manner. This provides ample opportunities to the students for training in self-
expression.
6. Spirit of Tolerance is inculcated
The students learn to discuss and differ with other members of the group. They learn to
tolerate the views of others even if they are unpleasant and contradictory to each other’s
view. Thus, respect for the viewpoints of others is developed.
7. Learning is made interesting
History is considered to be a dry subject. The learning of history is made interesting through
Discussion Method. More effective learning is possible when the students discuss, criticise
and share ideas on a particular problem. Active participation by the students in the discussion
makes learning full of interest for the students. This also ensures better and effective learning.
Limitations
1. All types of topics cannot be taught by Discussion Method.
2. This method cannot be used for teaching small children.
3. The students may not follow the rules of discussion.
4. Some students may not take part while others may try to dominate.
5. The teacher may not be able to guide and provide true leadership in the discussion.

In spite of these limitations, Discussion Method is a very useful and effective method for
teaching of History.