Levels of Attainment in Geography

Descriptions of levels of attainment have been a key part of the National Curricula in England, Wales and Northern Ireland. They are intended to be a vehicle for raising standards through setting appropriate benchmarks for the evaluation of student and school performance. However, the development of descriptions of attainment in geography (old and new) has been hindered by the limited availability of systematic evidence and descriptions have not been firmly rooted in theories of learning. This paper reviews the basis for descriptions of attainment in geography and develops descriptions which could contribute to further development of descriptions appropriate to formative and summative assessment.