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Geographical Education and theEnvironment: Assessment Situationsfrom Cartographic ExpressionMónica Rodríguez de González aa Departamento de Geografía, Facultad de Filosofía y Letras ,Universidad Nacional de Cuyo, Centro Universitario, ParqueGeneral San Martín , Mendoza, 5500, ArgentinaPublished online: 17 Dec 2010.

To cite this article: Mónica Rodríguez de González (2007) Geographical Education and theEnvironment: Assessment Situations from Cartographic Expression, International Research inGeographical and Environmental Education, 16:2, 147-156

To link to this article: http://dx.doi.org/10.2167/irgee215.0

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Geographical Education and theEnvironment: Assessment Situations fromCartographic Expression

Monica Rodrıguez de GonzalezDepartamento de Geografıa, Facultad de Filosofıa y Letras. UniversidadNacional de Cuyo, Centro Universitario, Parque General San Martın,Mendoza (5500), Argentina

Even though the appearance and spread of new technologies offer considerable chal-lenges in the design of far reaching and complex pre-test and assessment situationswhich are in keeping with the trends of teaching and learning, the thematic map is stillan insuperable document to value either integral training or academic performance offuture geographers. The alternatives presented in the present paper have been com-bined in different ways in the design of assessment practices with a diagnostic andprocess function for the evaluation of learning. These different instances have beenexperimented and validated with different groups of learners at specific differentmoments in the Geography courses at Facultad de Filosofıa y Letras, Universidad deCuyo, through the subjects Introduction to Geography and Didactics of Geography.

doi: 10.2167/irgee215.0

Keywords: education, geography, environment, assessment situations, carto-graphic expression

IntroductionLike in all the other sciences, the evolution of Geography, in its epistemological

and methodological essence, has reflected a close relationship between the ideasand goals of each period of time with its state and way of knowledge.

But in this evolution of the geographical thought, neither ‘a geography’ with-out an adequate cartographic complementation, nor a ‘cartographic representa-tion’ without a proper interpretation of its geographical environmental context,has ever been questioned. (Corna Pellegrini, 1982: 565).

From the times of its manual elaboration up to now, when technology hasrenewed it as a way of expression, the thematic map constitutes a source ofinformation complex in itself due to both, its association with the verbal lan-guage, expressed in terms or words with their own meanings, and with thegraphic language, expressed in signs with visual variables that respect the logicof the levels of measurement which become meaningful only through the verbalterms.

Therefore, the thematic map is not a replaceable means of communication forthe development of all knowledge – concepts, procedures, attitudes – which isinherent to the scientific identity of the geographer.

1038-2046/07/02 147-10 $20.00/0 C© 2007 M. Rodrıguez de GonzalezInternational Research in Geographical and Environmental Education Vol. 16, No. 2, 2007

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Maps put an end to our inhibitions, stimulate our glands, stir our imagi-nation, and loosen our tongues. (Sauer, C.)

Using a reference background and by means of quantitative and qual-itative symbols, the aim of the thematic map is to give a conventionalrepresentation of any kind of phenomena likely to be located and of theircorrelations. (Joly, F.)

You evaluate to appreciate, to determine the value of an object or givenreality, in relation to some pre-existing criteria. (Bertoni, A., Poggi, M.,Teobaldo, M.)

According to Pedro Lafourcade (Rinaudo et al., 1996: 144), assessment situa-tions are ‘specific sets of tasks, which integrate theory and practice in contextu-alised activities and whose resolution requires a correct handling and integrationof knowledge, selected for being representative of or typify the work in the fieldfor which the students are being trained.’

Considering that ‘assessing evaluation’ entails controversies, and, at the same,reflecting on the leading role of this component of the curriculum, it is possiblein this research to present some examples of alternatives on how to structurean assessment situation with varied practices of handling and integration ofcompetences from the use of cartographic language. In these examples, thehypothetical statement of X1, X2. . . figures implies that the task instructions canbe applied to cartographic representations of different topics, environmentalproblems of concrete spatial contexts and specific times.

Assessment TestsEvaluation alternatives linked to the reading of the periphery elements of a

theme map. Title, scale, legend, elaboration data, sources, notes or references.a) Given Figure X

� Without changing the content of the message, restate the title of the map(theme, resolution level, time [temporal dimension]).

� Find and express the data corresponding to the contextual circumstance ofthe communicative situation (emission of the message) through a contentscheme.

� Correct the statement of the primary source of the document. Make surethat the new suggested data be organised correctly according to presentconventional rules (author, year, title, place, publisher, and page).

� Reflect upon the notes or references. Check the meaning of all the wordsand produce a new verbal message in the fashion of a note or reference.

b) Given Figures X1, X2, X3� Add T ( true) or F (false) to the following statements:

– The title is stated in a more complete way in the legend of the map inFigure X1 ( )

– The title is more ambiguous as regards the legend in the map in FigureX3 ( )

– The scales adopted in Figures X1 and X3 allow a more ideographic anal-ysis of the represented theme. Support the answer. ( )

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– The explanatory notes or reference marks do not contribute to the inter-pretation of the cartographic message in Figure X2. ( )

– The legend in Figure X3 presents a bigger number of redundant carto-graphic signs (signifying-signified relationship). Support the answer. ( )

– The legend in Figure X1 shows a smaller number of correct cartographicsigns (visual variables measurement level relationship) ( )

Evaluated competences:• Interpretation of a communicative situation• Textual variations• Comparison• Conceptual accuracy

Evaluation alternatives in relation to the reading of the legend of thematic maps.a) Given Figure X

� Find in the legend two words or verbal phrases; substitute them for two ofidentical character without changing the meaning of the graphic sign.

� Find in the legend two words or verbal phrases, the meaning of which youare sure of. Use dictionaries (general and specific of the discipline). State themeanings according to the concrete contextual communicative situation.

� Based on the words and verbal phrases in the legend , make up a hierarchicalconceptual map (supra-ordered, coordinated, and subordinated concepts).

b) Given Figure X� Select a simple sign from the legend. Substitute the variable (signifying) for

another which responds to the same measurement level.� Choose a compound sign and change it into another by modifying the

visual variables (signifying). Respect the same measurement levels.� Check the graphic signs of the legend (signifying- signified relationship).

Separate all those that do not respond to the rules of the signs as a logiclanguage of communication. Justify a case to be selected.

� Frame a new legend for the map without altering the represented content.

Evaluated competences:• Transfer from words to concepts• Concept hierarchy• Handling of signs as a language of

communication with a communicative aim• Creativity

Evaluation alternatives related to the reading or methodical decoding of thecartographic message. Periphery elements – body of the map.a) Given Figure X1

� Individualise the layout or location of the characters of the representedphenomenon.

� Compare the characteristics of the phenomenon under discussion.� Group the areas or adjacent spatial units which show behaviour similar to

that exhibited by the represented phenomenon.� Make a scheme of the areas or of the spatial units which are not adjacent

with behaviour similar to that exhibited by the represented phenomenon.

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� As a synthesis, make up a picture with a legend underlining the outstandingor the most noticeable features of the analysed phenomenon in the spatialcontext or level of reference resolution.

� Add a title to the synthesis thematic map with the configurations obtained.Figure X2

a 1) Given Figure X2 and a newspaper cut out , Text 1, about the same representedphenomenon.

� Analyse the journalistic material according to the following key questions:what? where?, when?, and why?.

� Compare the data obtained against the synthesised information in the elab-orated map, Figure X2

� Elaborate a verbal message as a summary integrating the contribution byboth documents about the phenomenon under consideration, Text 2

a 2) Given Figures X2 and Text 2� State a conclusion as a denotative appreciation.� Frame an interrogative statement as an extrapolation question.

Evaluated competences:• Methodical reading• Comparison and contrast of information

expressed in different communicationlanguages

• Self evaluation• Critical analysis of the statement of denotative

conclusions• Statement of questions

b) Given Figure X� Use lines to match the columns below in order to establish the spatial subsets

found in the reading of the represented fact. (Note: some possibilities ofapplication are specified in this case)

A narrow, irregular strip with. . . . . . .. A high density of industrial settlementof different hierarchy, distributed in aconcentration in the E angle, with muchcontamination of the water.

A central subset with. . . . . . High density of stable neighbourhoods,of different shapes and sizes, distributedrandomly with a dominant W-Edirection, with a potential floodingvulnerability.

A small number of green spaces ofdifferent hierarchy, as regards basicservices offered, with an N-S direction,distributed randomly.

A rectangular strip with a W– E direction A high density of shops of differenthierarchy according to types, mainlyconcentrated in the central area, withmultiple air pollution.

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� Choose one of the established spatial configurations and formulate a hy-pothesis of work with respect to the characteristics of spatial design dealtwith, as a first step to the search of the explanations of the organisation.

Evaluated competences:• Analytic reading operations• Synthetic reading operations• Statement of hypothesis of work

c) Given Figures X1, X2 , X3� Draw a cross next to the correct answer.

– The phenomenon shows a slight presence in the NE area spatial units in FigX1. ( )

– The phenomenon shows a considerable increase in the spatial units of the SWarea in Fig X3. ( )

– The phenomenon does not show important modifications in all the spatialunits consistent with Fig X1 and Fig X3. ( )

– The phenomenon shows an important backward tendency according to FigX1, X2 and X3. ( )� According to the chosen answer, prepare a questionnaire to consult a spe-

cialist about the topic under discussion, the causes of the detected situationand the possible behaviour of the analysed phenomenon in future years.

Evaluated competences:• Identification of tendencies• Quality of the interests for the interaction• Motivation for new learning.

d) Given Figure X� Alter the spatial design in any part of the reference context, modifying the

distribution of given elements.� Modify the spatial design in the same spatial subset, altering the distribution

of lineal elements.� Draw the resulting spatial scenery with all the changes introduced on a new

picture or synthesis map.� Give a meaningful title to the new spatial scenery.� State which underlying causes, of natural character and of human decision

processes, could justify the changes or alterations introduced in the actualoriginal design.

Evaluated competences:• Creativity in contextual variations• Justification of an action according to

content appropriateness.

ResultsAs anticipated in the abstract of this research, the alternative assessment tests

presented here are combined ones; they have been experimented and validated

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Table 1 Assessment situations. Initial diagnostic Test

Alternative tests in relation to the reading of the periphery elements in a thematic map

Instructions with minor difficulties toresolve

Instructions with mayor difficulties toresolve

a. Using a dictionary, give an accuratemeaning of the verbal propositionsaccording to the concrete contextualsituation (title, legend, sources, notes orfootnotes.). x = 0.79. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

b. Restate the title of the map with-out changing the content of the message(topic, resolution level, time [temporaldimension]).c. Restate the given title more com-pletely by confronting the different mapsprovided. x = 0.66

d. Correct the statement of the sourcesof the document by framing it accord-ing to present conventions provided as amodel.e. Find the cartographic signs used in thelegand; classify them as simple or com-plex. x = 0.51. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .f. Respecting the content of the originalor base legend; elaborate a new legendfor the map.g. Based on the terms or propositions ofthe legend, design a hierarchical concep-tual map.h. Account for the relation cartographicscale degree/level of generalization ofthe phenomenon represented. x = 0.33

↑ above the meanNota x mean as quotient of the addition of correct answer of x of X instructions and the total of n(110) observations↓ below the mean

Table 2 The relation task instruction/assessed competence. Initial diagnostic Test

Instructions Assigned functions

a Interpretation of a communicative situation – from the words tothe concepts

b Textual variationc Conceptual comparison – precisiond Analysis – textual variation – conceptual precisione Control of logic – visual variables – measurement levelsf Textual variation – conceptual precision – visual logic – creativityg Textual variation – hierarchy of conceptsh Conceptual precision – appropriate account of contents

with different students, in specific times, from the Geography courses at theSchool of Philosophy and Letters, at University of Cuyo (pre-undergraduate de-grees: University Technician in Cartography, Geographic Information Systemsand Tele-detection; undergraduate degrees: University Teacher Training in Ge-ography, ‘Licenciatura’1 in Geography, and Geographer).

Tables 1 and 3 show the results obtained in the resolution of some task instruc-tions by the students attending the subject Introduction to Geography – whichis taught in the first year of all degrees listed above – during the academic year2006.

Table 1 includes the work tasks representative of an initial diagnostic testwhose main objective has been to obtain an adequate and precise assessment ofthe cognitive structure of the students attending the subject referred to above, inconnection with cartographic expression according to individual characteristics.

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Table 3 Assessment situations. Process evaluation – Final Global Test

Alternative tests in relation to the methodical reading of the cartographic message

Instructions with minor difficulties to

solve

Instructions with major difficulties tosolve

a. Describe the distribution of the phe-nomenon/a represented by stressing thecharacters (the phenomenon attributes inspace).b. Group the areas of adjacent and nonadjacent spatial units which exhibit sim-ilar behaviour to that of the representedphenomenon.x = 0.82. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .c. Elaborate a new image or graphic rep-resentation and assign it a title evocativeof the result of the message recodifica-tions.d. State a brief conclusion based on thenew image, denoting its most noticeablefeatures.x = 0.71

e. Frame an interrogative statement orsuggest a work hypothesis out of thespatial configuration outlined for thenew image. x = 0.67. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .f. Compare the representations of asingle/ given/ phenomenon at differenttimes and express the behaviour ten-dency or the spatio-temporal process.g. Elaborate/ work out possible in-struments (surveys, interviews, biblio-graphical search, etc.) to obtain differentinformation over the definite spatiotem-poral process.h. Try and alter the phenomena distribu-tion (represented by dots, lines or areas)in a given map; assign a representativetitle to the new spatial context. x = 0.54

↑ above the meanNote x mean as quotient of the addition of correct answer of x of X instructions and the total of n(97) observations↓ below the mean

Table 4 The relation task instruction/assessed competence. Final Global Test

Instructions Assigned functions

a Analysis operations (description of ‘what’, ‘how’ and ‘where’).b Comparison (the phenomenon in itself and in space) – preliminary

classificationc Synthesis operations (regionalization as logical processing) –

conceptual precisiond Critical judgment in the statement of what is relevant or explicit.e Precision in outlining the starting point/s to reach explanationf Identification of tendenciesg Creativity in contextual variations – property of tendencies for

interactionh Simulation – creativity

Table 3 includes the proposed process evaluation tests used at the end of thesemester.

To show the aim of the assessment tests, Tables 2 and 4 specify the basicrelation between assessment task instructions and competences assessed.

ConclusionDoubtlessly, the representation of different topics or problems related to en-

vironmental education – natural processes springing from the dynamism of theforces of the system: solar energy, tectonic, gravity; or the processes resulting

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from the nature/human action relationship – is wide , exciting and necessary inthe decision making process at all levels of responsibility.

Emphasis is given to the fact that the effects of natural phenomena (such asearthquakes, hurricanes, alluvions, among others) and the consequences of soci-ety or human activities (such as changes in the atmosphere, use of the soil, waterand biota) are represented in each spatial-temporal context with global and par-ticular characteristics, which are manifested through the territorial organisation:main object of study of Geography from different approaches.

The theoretical approach, from which the abstract representation of the earthsurface can be interpreted, finds in the thematic map a solid and irreplaceabletool due to its ample possibilities in knowledge formation in different cognitiveareas.

Reality pattern and/or order, as stated by Peter Haggett, do not appear at fistsight. It is expected that the assessment tests presented in this article reveal theimportance of their use to unveil such reality pattern/order.

Thus, it is the teacher’s duty – as knowledge guide – to choose, select, orproduce the pertinent geographic representations, in agreement with the cur-riculum guidelines corresponding to the different teaching levels. Therefore,these representations should not be limited to the development of teachingstrategies only.

Another challenge is to assess the progress of the academic formation of futureprofessionals in Geography objectively. Teachers should always keep in mindthe idea that in assessment tests their content has a temporal character and thatit moves from the ‘be’ stage – what is taught – to the ‘must be’ stage – what mustbe taught. (Bertoni et al., 1995: 21)

CorrespondenceAny correspondence should be directed to Monica Rodrıguez de Gonzalez

Profesora y Licenciada en Geografıa, Especialista en Docencia Universitaria, Pro-fesora Titular. Departamento de Geografıa, Facultad de Filosofıa y Letras. Uni-versidad Nacional de Cuyo, Centro Universitario, Parque General San Martın,Mendoza (5500), Argentina (mrogo@logos.uncu.edu.ar).

Note1. In Argentina, an undergraduate degree oriented to research in the field.

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