issue evaluation exercise

8/14/2019 Issue Evaluation Exercise

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Issue Evaluation Exercise

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The Process of Issue

Evaluation (1)This demands the development of the range

of geographical skills, knowledge andunderstanding identified in the Specification.

Unit 4B allows candidates to extend thecontent of the specification within the

specialised context of issue evaluation.


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Evaluation (2)To enable candidates to address issue evaluation they

must:

interpret a range of data and resources provided for them inan Advance Information Booklet (AIB)

use techniques to present and analyse data from the AIB

consider how additional information could be collected usingfieldwork, internet research and other methods

relate the data to the body of geographical knowledge andunderstanding developed through their AS and A2 studies

where necessary, carry out further research into the issue orthe area referred to in the AIB


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Evaluation (4)identify and analyse potential areas of conflict

consider ways of resolving or reducing conflict

recommend a way of managing the issue ormake a decision and justify theirrecommendation

suggest the possible impact of action that

could result from their recommendationreview the process of issue evaluation.


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Scale and contextIt is envisaged that, over time, a variety of scales will beused from local to regional, to national, to international.

The context will also be varied from the UK, to other

countries, thus representing countries in various stages

of development. Where the context is drawn from those

areas of the AS or A2 specification which are optional,

material will be provided in the AIB in such a way as to

enable all candidates to be assessed to A Level

standard.


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Use of the AIBThe Advance Information Booklet (AIB) is

issued 8 weeks prior to the examination (inNovember for the January exam, April for the

June exam).Students are expected to familiarise

themselves with the material, but not to learn itor do extensive research on it.

However this does not mean that no workshould be done!


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What sort of preparation

should be done?Read and re-read the

booklet to becomeabsolutely familiar withthe content and layout know what is there andwhere it is. Perhaps evenproduce a short summaryof each page.

Look up the meaning ofany unfamiliar words andphrases ask a teacherfor help!

Use an atlas/othersources to ensure a

working knowledge ofthe geographical areaunder consideration.List the concepts,

theories, processes

etc. which are referredto in the AIB do youunderstand them all?


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Data ManipulationYou should also think

about ways ofmanipulating data;looking at proportions,

percentage changes etc.(has anythingdoubled/tripled/halved?)

However, you mustbeware of data waffle

describing masses of datarather than actuallyutilising it.

The key as always is tolook for trends, chooseone or two pieces of

data to illustrate thepoint (but not toomany) and identify anyanomalies that may be

apparent.


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Skills and fieldwork

(1)You may be asked questions involving:

Data presentation eg. the interpretation of

choropleth maps

Data description eg summary ofcharacteristics, differences in sets of data

Data analysis use of statistical techniques


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Skills and fieldwork

(2)A question that may arise within the IEE is one to do with

fieldwork. You will not be expected to complete a pieceof fieldwork on the topic, but you may be asked about

how you COULD undertake fieldwork.

The stem could be: Your A level group has been asked todo a piece of fieldwork (or an enquiry) to .............

Consider methods of data collection, presentation,analysis etc..


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Use of OS MapsEnsure you have sharpened up your map skills

it is always surprising how many have forgottenhow to give even a simple four figure grid

reference.You should be encouraged to be specific in your

use of maps and should be able to give both 4and 6 figure grid references, measure distancesaccurately, estimate areas, use direction andrefer to relevant place names andhuman/physical features. (But again, beware ofdoing too much)


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Should you try tosecond-guess the

questions?You (and your teachers!) will always try to do this, but

there is an obvious pitfall. You may then find it difficult

to answer a different set of questions in theexamination.

However, it can be helpful to consider some of the

questions/issues that might arise perhaps working insmall groups, brainstorming the topic, asking eachother questions about the data/processes/location etc.

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Use of the InternetThis can be very useful from the point of view of

researching relevant material and getting a feel for

the topic and location.In some cases, the AIB itself acknowledges various

internet sites and these are well worth looking into.You may even be directed to certain websites.

However, you should be careful that you are not

drawn into extensive research of complex sites whichmay have marginal relevance or may provide biasedpoints of view.


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The Best AnswersDemonstrate an intimate knowledge of the AIB

Make reference to different items within the AIB and

bring them together in an interesting and relevant

mannerShow good insight into any data provided and utilise it

well

Demonstrate knowledge and understanding of previousstudy

Look at the issue in terms of time-scales: short term/longterm

Make connections within and between scales

Balance different points of view


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The Poorest answersAre often brief and unstructured

Contain large amounts of material/data that issimply copied from the AIB or perhaps hasonly minor changes to the original wording.

Demonstrate little familiarity with the AIB and

little evidence of geographical thinking.Miss the sense of place


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Coming to a decision inan issue evaluation

exerciseIn the context of an issue

evaluation exercise, you mayor may not have to come to a

decision, but you willcertainly have to undertakesome evaluation.

Remember that there is notusually a right answer it ishow well you can support

your arguments that is thekey factor.

Note if you are askedto make a choice, it is

essential that youexplain why you haverejected other optionsrather thanconcentrating solely on

the merits of yourchosen option.


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Some final words of

adviceAnswer the questions in order. There is a

logical sequence to this paper and answers toan earlier section may provide the basis to alater section.

Empathise! Try to identify with the

people/groups concerned.Watch the clock

issue evaluation exercise

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