DOCUMENT RESUME

ED 403 218 SO 027 579

AUTHOR Vanneman, Alan

TITLE Geography: What Do Students Know, and What Can They

Do?

INSTITUTION National Center for Education Statistics (ED),

Washington, DC.

REPORT NO NCES-97-579

PUB DATE Dec 96

NOTE 6p.

PUB TYPE Reports Descriptive (141) Collected Works

Serials (022)

JOURNAL CIT NAEP Facts; v2 n2 Dec 1996

EDRS PRICE MF01/PC01 Plus Postage.

DESCRIPTORS *Academic Achievement; *Educational Assessment;

Elementary Secondary Education; Formative Evaluation;

Geographic Concepts; *Geography; Geography

Instruction; Grade 4; Grade 8; Grade 12; *Knowledge

Level; National Competency Tests; *National Surveys;

Social Studies; Student Evaluation

IDENTIFIERS *National Assessment of Educational Progress

ABSTRACT

This document summarizes the results of a national

survey that tested 4th, 8th, and 12th graders' ability to analyze

geographic data in a variety of formats; explain complex geographic

phenomena and processes; and show knowledge of relationships between

human and geographic events. The survey tested three content

dimensions: space and place, environment and society, spatial

dynamics, and connections, and three cognitive dimensions: knowing,

understanding, and applying. Space and place include knowledge of

particular places on earth, of spacial patterns on earth's surface,

and of the physical and human processes that shape such patterns.

Environment and society includes knowledge of human adaptation to and

modification of the environment. Spatial Dynamics and Connections

includes knowledge of the cultural, economic, and political regions

of the world and the connections among them. Data for the students

were tabulated against national averages. 90th percentile represented

the top performance while 25 percent represented the bottom. Hence,

25th percentile eighth graders could understand a basic map

coordinate system and identify major land masses such as South

America. Eighth graders from the 90th percentile could use more

sophisticated geographic tools, such as climographs, cross-sectional

diagrams, and an isotherm map and understand the effects of elevation

on climate and vegetation. Each section includes a specific example

illustrating the knowledge content and application. Summary profile

tables reveal generalized knowledge by age grade and performance

percentile. (MJP) ***********************************************************************

Reproductions supplied by EDRS are the best that can be made

from the original document. ***************************************************************'*******
Geography: What Do Students Know, and What Can They Do?

Alan Vanneman

National Center for Education Statistics

U.S. Department of Education

Washington, D.C. 20208-5653

1996

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NATIONAL CENTER FOR EDUCATION STATISTICS

THE NATION'S

REPORT

CARD

romp

Vol. 2, No. 2

C

trDecember 1996

Geography: What Do Students Know, and What Can They Do?

The 1994 NAEP geography assessment reflected new ideas

about the importance and content of geography instruction. It

examined 4th-, 8th-, and 12th-grade students on their knowledge of geography and their ability to apply that knowledge to

the solution of human problems. This issue of NAEPfacts discusses student performance near the 25th, 50th, and 90th percentiles for each grade, giving an overall picture of student

abilities and limits.

Over the past decade, educators have given increasing

emphasis to systemic and challenging geography instruction in the K-12 system.' This emphasis reflects

a growing awareness that the peoples of the globe

form a single community, with shared economic and

environmental concerns. In 1994, the National Assessment of Educational Progress (NAEP) performed

the first complete assessment of American students'

knowledge of world geography, using separate examinations for 4th-, 8th-, and 12th-grade students.

60° -"t Europe,I

60° 120° 180° 120°

This NAEPfacts describes the knowledge and abilities

manifested by students near the 25th, 50th, and 90th

percentiles for each grade.

The framework for the assessment was developed by

the National Assessment Governing Board (NAGB)

through a consensus process involving educators, parents, policymakers, geographers, representatives of

the business community, assessment experts, and curriculum specialists. The framework has three content

dimensions, Space and. Place, Environment and Society, and Spatial Dynamics and Connections, and three

cognitive dimensions, Knowing, Understanding, and

Applying.2 See figure 1 for a sample question.

Space and Place includes knowledge of particular

places on Earth, of spatial patterns on Earth's surface,

and of physical and human processes that shape such

patterns. Environment and Society includes knowl60° edge of human adaptation to and modification of the environment. Spatial Dynamics

60° and Connections includes knowledge of the

cultural, economic, and political regions of

the world and the connections among them.

30° In all three content dimensions, students

must know factual information, understand

the significance and meaning of geographic

facts, and apply knowledge and understanding to solve geographic problems.

30°

0° 30'

Indian

Ocean

. Australia

60° gra ga All earthquake epicenters, 1961 - 1967 "'.

7e;

Atlanticf

Ocean

30°

60°

Figure 1. Sample Question from NAEP 1994 Geography Assessment

Eighth graders were asked to identify the cause of the global pattern shown here, obtained by plotting the epicenters of earthquakes occurring between 1961 and 1967.

Most knew that the pattern was due to the movement of tectonic plates.

The 1994 NAEP assessment required students to analyze data in a variety of formats,

explain complex geographic phenomena

and processes, and show knowledge of relationships among human problems and

events and geographic phenomena. The assessment employed a variety of stimuli, inU.S. Department of Education

Office of Educational Research and Improvement NCES 97-579

3 BEST COPY AVAILABLE
cluding maps, photographs, tables, and charts. In addition, students taking the assessment spent a large

percentage of their time answering constructedresponse questions, which required them to write their

own answers and create maps and tables.

The 1994 assessment was NAEP's first full-scale geography assessment. A previous assessment, in 1988,

only covered twelfth graders. In addition, the framework for the assessment has been changed. Thus, results of the two assessments are not comparable, even

for twelfth graders.

Students' Performance

The 1994 NAEP geography assessment used a scale

ranging from 0 to 500 for each of the three grades.

Table 1 gives the national average scores for each

grade, along with the scale ranges for the 25th, 50th,

and 90th percentiles for each grade. Students described as being near a particular level were within a

5-percentile-point range on either side of the specified

scale point.3 For example, the 50th percentile was defined as the region between the 45th- and 55thpercentile points on the scale.

Fourth-Grade Performance

Fourth-grade students near the 25th percentile could

read a simple map key and showed some understanding of the location of the equator, the poles and the

continents. They could identify a major ecosystem

from visual clues and showed an initial understanding

of how human actions can affect the environment. For

example, they could read an elevation profile of South

Asia and select India as the country with the lowest

average elevation.

Fourth-grade students near the 50th percentile could

TABLE 2Profile of Fourth-Grade Geography

Performance by Percentile

Fourth graders near the 25th percentile could:

read simple maps and diagrams

identify a major ecosystem from visual clues

show initial understanding of the relationship between human

and natural systems

Fourth graders near the 50th percentile could:

extract basic information from an atlas, photographs, and

other visuals

give approximate location of home state on a map

grasp simple concepts, such as relationships between geography and the diffusion of information

Fourth graders near the 90th percentile could:

use scale, measurement, and direction

grasp some physical geographic concepts, such as

Earth/Sun relationships

displayed some understanding of the interactions between

geography and society

SOURCE: National Center for Education Statistics, National Assessment of Educational

Progress (NAEP), 1994 Geography Assessment.

TABLE 1Geography National Average Scores and Scale Ranges

Grade National 25th 50th 90th

Average Percentile Percentile Percentile

4th 206 170-187 206-216 249-269

8th 260 230-243 258-267 295-312

12th 285 259-270 283-291 316-329

SOURCE: National Center for Education Statistics, National Assessment of Educational

Progress (NAEP), 1994 Geography Assessment.

obtain basic geographic information from atlases,

maps, photographs, and bar graphs. They could provide locations on a map of their home state and some

of the individual countries of North America. They

had a rudimentary ability to construct a weather map.

They could answer some uncomplicated geographical

questions without the assistance of visual clues, such

as questions relating to climate, pollution, and the diffusion of information. For example, they could locate

Hawaii on a map.

Fourth-grade students near the 90th percentile demonstrated an ability to use scale, measurement, and direction. They could interpret and apply information

from simple thematic maps and graphics. They demonstrated an understanding of concepts pertaining to

physical geography, ranging from soil erosion to the

relationship of the Earth and the Sun. They also displayed some understanding of the interactions between geography and society, such as relationships

between climate and economic activities and effects

of technology on the environment. For example, they

could recognize that enlarging an airport would increase noise pollution.

Eighth-Grade Performance

Eighth-grade students near the 25th percentile could

understand a basic map coordinate system, and could

identify major land masses such as South America.

They could read and extract data from visuals such as

diagrams, photographs, and simple graphs. They

could locate information on simple reference maps,

and, using an atlas, make simple inferences from information contained in thematic maps. For example,

most of them could identifi) the scale used to measure

earthquake intensity.

Eighth-grade students near the 50th percentile could

locate some of the major lakes and rivers in North

America. They could construct maps from written

instructions with partial accuracy, which improved

when a grid system was given. They understood the

function of a transit map and had partial success mapping out a specified route. They could grasp some interactions between natural and human systems, such
as relationships between topography and human settlement. For example, they understood that many

early human settlements located in river valleys to

take advantage of the fertility of the soil.

Eighth-grade students near the 90th percentile could

use more sophisticated geographic tools, such as climographs, cross-sectional diagrams, and an isotherm

map. They could identify the Pacific as the world's

largest ocean and knew that Switzerland was located

in the Alps. They were able to construct maps with

considerable accuracy without the assistance of a grid.

They understood the effects of elevation on climate

and of climate on vegetation. They had some understanding of the dynamic interconnections between

human and physical systems. They could apply uncomplicated concepts of economic development, and

could relate geographic concepts to historical knowledge. For example, they understood the effects of

ocean currents on the Peruvian ecosystem.

Twelfth-Grade Performance

Twelfth-grade students near the 25th percentile could

interpret maps that lacked accompanying text, and

could use maps to locate a specific region. They demonstrated knowledge of basic physical geographic

terms, and had some understanding of such physical

phenomena as earthquakes and erosion. They demonstrated some understanding of the impact on populations of such factors as proximity and accessibility.

For example, they could locate Spanish-speaking areas on a world map.

Twelfth-grade students near the 50th percentile were

able to locate some physical features such as United

States deserts and identify major world religious centers. They showed such fundamental geographic skills

TABLE 4Profile of Twelfth-Grade Geography

Performance by Percentile

Twelfth graders near the 25th percentile could:

read and interpret visual material from a map

recognize basic physical geography terms

grasp some influences of proximity and distance on relationships

between and among peoples

Twelfth graders near the 50th percentile could:

read and interpret contour maps, different map projections, and a

time zone map

use atlases to answer physical geography questions

knowledge of major processes of human geography, such as

migration and diffusion

Twelfth graders near the 90th percentile could:

compare different kinds of maps, graphics, and other visuals to

draw conclusions and interpret information

infer some physical geomorphic processes from physical features

shown on a map

understand how political unrest can affect economies

SOURCE: National Center for Education Statistics, National Assessment of Educational

Progress (NAEP), 1994 Geography Assessment.

TABLE 3Profile of Eighth-Grade Geography

Performance by Percentile

Eighth graders near the 25th percentile could:

read and extract data from visuals, such as diagrams and simple

line graphs

make simple inferences from photographs of a natural region

read and interpret thematic maps in an atlas

Eighth graders near the 50th percentile could:

recognize a range of simple physical features and patterns in the

environment

cite probable cause of some natural event

grasp some simple interactions between natural and human systems

Eighth graders near the 90th percentile could:

use a range of tools, such as pie charts, population pyramids,

and climographs

understand how elevation affects climate

apply uncomplicated concepts of economic development and

interdependence

SOURCE: National Center for Education Statistics, National Assessment of Educational

Progress (NAEP), 1994 Geography Assessment.

5

as the ability to read and interpret contour maps, understand map projections, and read a time zone map.

They were able to use atlases to answer fundamental,

physical geography questions relating to climate,

natural vegetation, and growing seasons. And they

demonstrated knowledge of physical reasons for land

use patterns, understanding of such cultural phenomena as diffusion and migration, and some understanding of reasons for trade. For example, they could

compare map projections to determine which showed

accurate shapes and areas for major landmasses.

Twelfth-grade students near the 90th percentile could

locate and label such features as the Mississippi River

and the Rockies on a cross-sectional map of the

United States. They could interpret a wide range of

visual geographical tools and could draw generally

accurate two-dimensional maps. They could compare

and assess information drawn from a variety of maps

and other tools. They could understand specific examples of the interplay of society and environment

and society and geography. They could recognize the

economic and political importance of places such as

the Suez Canal and demonstrated some understanding

of how political unrest can influence economies. They

could interpret a map showing language patterns in

Africa. For example, they understood the impact of

slavery on Caribbean demographics.

Conclusion

The NAEP 1994 geography assessment reflects a new

awareness of the importance of geography study. The

Geography Framework expanded the traditional definition of geography to include a wide range of environmental, social, cultural, economic, and political

concerns. The 1994 assessment measured student performance across three content dimensions, Space and
Place, Environment and Society, and Spatial Dynamics and Connections, and three cognitive dimensions,

Knowing, Understanding, and Applying. Educators

can compare the framework of the assessment with

their own ideas about essential content for courses

that involve geography. They can determine for themselves the value of the various analytical tasks set before students by the assessment.

Notes

'Guidelines for Geographic Education: Elementary and Secondary Schools. Washington, DC: Association of American

Geographers and the National Council for Geographic Education, 1984.

Salter, C.L., Missing the Magic Carpet: The Real Significance

of Geographic Ignorance. Educational Testing Service, 1990,

Princeton, NJ.

'The content and cognitive area descriptions are taken from

the Geography Framework for the 1994 National Assessment

of Educational ProgreSs. Washington, DC: National Assess,

ment Governing Board, 1994, http://www.nagb.org/pub.fittn-

'A procedure known as scale anchoring was used to develop

descriptions of student performance at the 25th, 50th, and.9m

percentiles. Around each percentile a band wOuiti to Wine;

a range of scale scores. Questions given as examples of student knowledge at a particular percentile were answered successfully by at least 65 percent of the students within that percentile band. The criterion was set at 74 percent for multiplechoice questions to correct for the possibility of answering

correctly by gueitOilittVialiiiiiilirig:thi titliestionThieath

band, curriculuntikkiisixiidentified, the knowledge.iind 11; iv(

skills displayed l:ey164151pAttlati-jtiat pgiforkiimee4y.plui;-;

A ,.. -;

United States

Department of Education

Washington, DC 20208-5653

Official Business

Penalty for Private Use, $300

For Further Information

Geography Framework for the 1994 National Assessment of Educational Progress. Single copies

available free from the National Assessment Governing Board, 800 North Capitol Street, N.W., Suite 825,

Washington, D.C. 20002-4233, (202) 357-6938.

Copies may also be obtained at

http://www.nagb.org/pub.html.

NAEP 1994 Geography: A First Look; Findings from

the National Assessment of Educational Progress,

NCES 95-807. Single copies available free from the

National Center for Education Statistics, U.S. Department of Education, Washington, DC 20208-5653.

Copies may also be obtained at

http://www.ed.gov/NCES/naep/.

NAEP 1994 Geography Report Card, NCES 96-087.

Single copies available free from the National Center

for Education Statistics, U.S. Department of Education, Washington, DC 20208-5653. Copies may also

be obtained at http://www.ed.gov/NCES/naep/.

NAEPfacts briefly summarize findings from the National Assessment of Educational Progress (NAEP). The

series is a product of the National Center for Education

Statistics, Gary W. Phillips, Associate Commissioner

for Education Assessment. This issue of NAEPfacts was

, written ,by Alan Vanneman, of the Education Statistics

, r Sel-vicesjpstitute, in support of the National Center for

Education, Statistics. To order other NAEP publications,

.cali Bob, Clemons at (202) 219-1690, or email l.'bob_Clemons@ed.gov.

The NCES World Wide Web Home Page address is

http: / /www.ed.gov /nces /.

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