Handbook for Teaching and Learning in Geography
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Handbook for Teaching and Learning in Geography

Edited by Helen Walkington, Jennifer Hill and Sarah Dyer

This exemplary Handbook provides readers with a novel synthesis of international research, evidence-based practice and personal reflections to offer an overview of the current state of knowledge in the field of teaching geography in higher education. Chapters cover the three key transitions – into, through, and out of higher education – to present a thorough analysis of the topic.
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Chapter 27: Authentic assessment and feedback to develop lifelong learning

Jennifer Hill and Nancy Worth


This chapter guides readers to develop assessment and feedback practices that support geography undergraduate students to behave as reflective practitioners, developing skills for lifelong learning. The chapter begins by outlining why approaches to assessment and feedback in higher education should be reconsidered. Key theories and concepts are introduced that encourage readers to think of assessment as part of learning rather than a summative conclusion about performance. Concepts examined are authenticity, liminality, dialogue, learner responsibility, self-regulation and self-efficacy. Two case studies are presented to exemplify a social constructivist approach to assessment, where students find assessment meaningful and ‘real’. Authentic assessment positively enhances the learning experience, improves performance and develops employability skills, supporting the transition into professional life. The first case study shares formative and summative assessments that involve students contributing to contemporary debates about the geographies of citizenship. The second case study explores student perceptions of dialogic feedforward and charts the resulting impact on student behaviour, achievement and transferable skills. The chapter highlights the challenges inherent in such approaches and how they might be mitigated, and concludes with wider recommendations for practice.

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