THE EXAMINATION PAPER
There will be a separate examination papers of two and a half hours duration for Higher level and for Ordinary level students. The examination paper will have an assessment weighting of 80%. It will consist of questions requiring short answers and multi-part questions requiring more detailed answers. Longer essay-style discursive answers will be required only in the assessment of the optional units. All questions will contain stimulus material and a geographical skills element, where appropriate.
The structure of the examination papers for Higher level and Ordinary level are shown on the following pages.
THE REPORT ON THE GEOGRAPHICAL INVESTIGATION
The report on the Geographical Investigation will have an assessment weighting of 20%. It will be assessed outside of the examination paper.
STRUCTURE OF EXAMINATION PAPER
Leaving Certificate Geography Higher Level
| Core Section 1 | Examination weighting
within the
examination paper | Marks allocation | Examination time |
| 12 short answer questions (complete 10) on Core Unit 1, 2 and 3. | 20% | 80 marks (10x8) | 30 minutes |
| 3 questions (complete one) combining short answer and multipart questions on Core Unit 1 and skills. | 20% | 80 marks | 30 minutes |
| 3 questions (complete one) combining short answer and multipart questions on Core Unit 2 and skills. | 20% | 80 marks | 30 minutes |
Electives
3 questions (complete one) combining short answer and multipart questions on
Elective 4 or 5 and skills. (Students answer on one elective only.) | 20% | 80 marks | 30 minutes |
Optional units
3 essay type questions on each optional unit. (Students will answer one question on one chosen optional unit) | 20% | 80 marks | 30 minutes |
| Total | 100% | 400 marks | 150 minutes(2.5 hours) |
Investigation Report: 100 marks
Total 500 Marks
STRUCTURE OF EXAMINATION PAPER
Leaving Certificate Geography Ordinary Level
| Core Section 1 | Examination weighting
within the
examination paper | Marks allocation | Examination time |
| 12 short answer questions (complete 10) on Core Unit 1, 2 and 3. | 25% | 100 marks (10x10) | 30 minutes |
| 3 questions (complete one) combining short answer and multipart questions on Core Unit 1 and skills. | 25% | 100 marks | 40 minutes |
| 3 questions (complete one) combining short answer and multipart questions on Core Unit 2 and skills. | 25% | 100 marks | 40 minutes |
Electives
3 questions (complete one) combining short answer and multipart questions on
Elective 4 or 5 and skills. (Students answer on one elective only.) | 25% | 100 marks | 40 minutes |
| Total | 100% | 400 marks | 150 minutes(2.5 hours) |
Investigation Report: 100 marks
Total 500 Marks
ASSESSMENT OF THE REPORT ON THE GEOGRAPHICAL INVESTIGATION
The assessment of the report on the Geographical Investigation will be separate from the written terminal examination. Students will be required to follow the five stages of the investigation as set out in Figure 1 overleaf. Each stage has an assessment weighting and a range of outlined activities and marks will be allocated accordingly. The Geographical Investigation has an allocation of 100 marks at both Higher and Ordinary level.
The reporting booklet
A standardised reporting booklet for individual candidates will be issued by the State Examinations Commission.
Students will report on each stage of the investigation in the relevant section of the booklet. The booklets will be completed in class time or outside of school time by individual students. The booklet will also facilitate the inclusion of graphical materials relating to the investigation. The completed booklets will be sent to the State Examinations Commission for assessment. Each candidate will also be required to maintain a log sheet during the investigation, recording completion of the various stages.
Log sheet
As the students progress through their investigation they will be required to complete a log sheet as set out on page 39. This sheet is designed to trace progress through the investigation and to ensure that each stage is completed. This sheet is also designed to focus the investigation process on each stage as outlined in the syllabus. The completed log sheet should form part of the reporting booklet.
CERTIFICATE EXAMINATION
Authentication
The State Examinations Commission requires that all practical/project work submitted for assessment as a component of the Leaving Certificate examination is formally authenticated by candidates and their schools. Appropriate documentation for this will be issued by the Commission.
While it is accepted that candidates may work in groups on one investigation topic, each candidate will be required to submit for assessment an individual report. Group reports will not be acceptable.
| Figure 1. Assessment of the Geographical Investigation |
| Stage | Activities | Proposed
assessment weighting |
| | | HL | OL |
Introduction:
Posing the problems and devising a strategy | - the selection of a topic for investigation
- a clear statement of hypothesis or aim
- an outline of the objectives
- identification of the types of information required
| 5% | 5% |
Planning:
Preparation of the work to be carried out | - the selection of methods for the collection and gathering of information
- the design of a questionnaire or recording sheets
- decisions on locations for the investigation
| 5% | 5% |
| Collection of data | - the use of instruments to make measurements
- records of observations made in the field
- the use of questionnaires and surveys, as appropriate
- the use of a variety of secondary sources, e.g. documentary sources
- a discussion of the problems encountered
| 30% | 30% |
| Preparation of the report | - the organisation of data
- the use of illustrations, graphs, maps and tables
- the use of ICT, where appropriate, to prepare and present results and conclusions
| 30% | 30% |
| Conclusion and evaluation | - analysis and interpretation of results
- the drawing of valid conclusions
- the comparison of findings with established theory
- the evaluation of hypotheses
- the examination of the validity of the investigation and suggestions for improvements
| 30% | 30% |
THE GEOGRAPHICAL INVESTIGATION: SAMPLE LOG SHEET AND REPORTING BOOKLET
The log sheet and reporting booklet have been developed to provide support for the student throughout the course of the investigation. It provides a structure to guide the student through the framing of the investigation, the planning, collecting of data, and the reporting stages. It provides a checklist for all the required components of the investigation.
While the completion of the log sheet is an essential part of the investigation, it will not be assessed and no marks are assigned for its completion.
| Log sheet to accompany Report on the Geographical Investigation: page 1 |
| Stage | Activity | Sources of information | Individual or group work. | Exact location. | Date, signature of student. |
| 1. Posing the problem or issue and devising a strategy. | | | | | |
| 2. Planning: Preparations for the work to be carried out. | | | | | |
| 3. Collection of data. | | | | | |
| 4. Compiling the report. | | | | | |
This sheet is to be completed to provide information on the progess and completion of the Geographical Investigation. Marks will not be awarded for this: it is there to guide the student through the process. Please complete the back of the sheet also. The sheet must be submitted with the final report.
| Log sheet: page 2 |
| Title / Topic Chosen | |
| Outline your main aims or give details of the hypothesis you are testing. | |
| Describe the main methods used to gather your information. | |
| What were your most important findings? | |
| Comment on the experience of completing the Geographical Investigation. | |
SAMPLE REPORTING BOOKLET FOR GEOGRAPHICAL INVESTIGATION
Report on the Geographical Investigation Candidates must complete each section of the report booklet. Space has been provided for illustrations. The report must be completed within the space provided. No extra pages should be added. Examination Number Title of the Geographical Investigation: |
N.B. For the purpose of providing a sample layout, each heading is presented on one page. The number of pages for each section and the overall length of the booklet will be decided by the State Examinations Commission. A sample booklet will be sent to all schools in due course.
1. Investigation Topic (5 marks: Higher and Ordinary level) Aims or hypothesis. Any background geographical information. |
2. Planning stage (5 marks: Higher and Ordinary level) This section should include details on - how you selected your methods of gathering
- details of the recording methods to be used.
|
3. Describe how you gathered your information (30 marks: Higher and Ordinary level) In your description include details of the following - a brief description of the main gathering methods used
- instruments used to make measurements
- recording of information in the field
- use of surveys, questionnaires and sample populations, as appropriate
- use of secondary sources
- a discussion of the problems encountered.
|
4. Results, Conclusion and Evaluation (30 marks: Higher and Ordinary level) In this section include the following: - how you analysed your information to get your results
- details of your main results
- your main conclusion(s)
- how your findings compare with established theory
- the evaluation of your hypothesis
- an assessment of the validity of the investigation and suggested improvements.
|
5. Presentation (30 marks: Higher and Ordinary level) This section should include - how you organised the gathered information
- your choice of presentation methodsgraphs, maps, tables etc. Space is allocated for the illustration of your results using these methods
- describe how you used ICT to process and present your results (if appropriate).
|
ASSESSMENT FOR LEARNING
Traditionally assessment was seen as separate to learning, often taking place externally at the completion of the learning process, with the aim of grading and ranking students according to criteria determined by the state or by the teacher with no input from the student. This can be described as assessment of learning. Grades and marks are important, and are fed by demands from outside the classroom, but often they do not serve students'learning needs. In assessment for learning, assessment is ongoing, forms an integral part of the learning process, reinforces learning and is a collaborative process involving the student and teacher.
Assessment for learning is built around a number of key principles. First the learning intention must be shared with the students. This could be the achievement of a task or demonstration of a skill. Next the students need clear criteria as to what constitutes success. The outcomes of the syllabus are based on criterion referencing--`on completion of this unit the student should be able to ...'. It is important that this information is shared with students at the beginning of the teaching unit.
Feedback, whether given through written comments on assignments and tests or informally as part of classroom teaching can be a major factor in improving learning and raising attainment. Feedback can be described as the information given by the teacher to the student to point the student towards the learning goals. Knowing that one is on the right track can be an incentive to progress and improvement. On the other hand, receiving a disappointing mark or grade without knowing why leads to frustration. Indeed, a constructive comment can support learning far more than marks or grades which are often used to compare student performance and construct achievement `league tables '. Assessment has a major influence on the motivation and self-esteem of students, both of which are crucial influences on learning.
Assessment for learning is at its most effective when the students themselves are involved in the assessment. Once clear criteria are given and understood, and initial feedback is given showing the improvements needed, students should be encouraged to assess their own work, with the teacher confirming or amending the result. Self-assessment and peer-review can be effective instruments for learning.
Assessment can be a powerful student motivator. It should be built into the planning of every lesson or course unit and not left as an afterthought at the end. It should inform and direct what is to be taught and the way it is taught. Assessment for learning is clearly built into the sample lesson plans in Section 4 of the guidelines