Developing students’ conceptions of quality in geography

Abstract

In this article we present evidence linking an improvement in students’ conceptions of quality in their work in geography with improvements in the outcomes of their learning. In the first part of the article we develop a rationale for the approach to formative assessment employed in this research. Our results are derived from testing this approach in three schools using control and intervention groups. In the light of these results we comment on some dichotomies in assessment and learning that have been suggested in previous research.