Issue Evaluation Exercise.

The Process of Issue Evaluation (1) This demands the development of the range of geographical skills, knowledge and understanding identified in the Specification. Unit 4B allows candidates to extend the content of the specification within the specialised context of issue evaluation.

The Process of Issue Evaluation (2) To enable candidates to address issue evaluation they must: interpret a range of data and resources provided for them in an Advance Information Booklet (AIB) use techniques to present and analyse data from the AIB consider how additional information could be collected using fieldwork, internet research and other methods relate the data to the body of geographical knowledge and understanding developed through their AS and A2 studies where necessary, carry out further research into the issue or the area referred to in the AIB

The Process of Issue Evaluation (3) be able to recognise and define an issue consider evidence from different points of view recognise shortcomings of the data and consider other possible sources through which those shortcomings could be remedied establish criteria for evaluation of the issue or for decision making evaluate a range of options concerning the management of an issue or of a decision.

The Process of Issue Evaluation (4) identify and analyse potential areas of conflict consider ways of resolving or reducing conflict recommend a way of managing the issue or make a decision – and justify their recommendation suggest the possible impact of action that could result from their recommendation review the process of issue evaluation.

Scale and context It is envisaged that, over time, a variety of scales will be used 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.

Use of the AIB The Advance Information Booklet (AIB) is issued 8 weeks prior to the examination (in November for the January exam, April for the June exam). Students are expected to familiarise themselves with the material, but not to learn it or do extensive research on it. However – this does not mean that no work should be done!

What sort of preparation should be done? Read and re-read the booklet to become absolutely familiar with the content and layout – know what is there and where it is. Perhaps even produce a short summary of each page. Look up the meaning of any unfamiliar words and phrases – ask a teacher for help! Use an atlas/other sources to ensure a working knowledge of the geographical area under consideration. List the concepts, theories, processes etc. which are referred to in the AIB – do you understand them all?

Data Manipulation You should also think about ways of manipulating data; looking at proportions, percentage changes etc. (has anything doubled/tripled/halved?) However, you must beware of ‘data waffle’ – describing masses of data rather than actually utilising it. The key as always is to look for trends, choose one or two pieces of data to illustrate the point (but not too many) and identify any anomalies that may be apparent.

Skills and fieldwork (1) You may be asked questions involving: Data presentation – eg. the interpretation of choropleth maps Data description – eg summary of characteristics, differences in sets of data Data analysis – use of statistical techniques

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 piece of 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 to do a piece of fieldwork (or an enquiry) to ’ Consider methods of data collection, presentation, analysis etc..

Use of OS Maps Ensure you have sharpened up your map skills – it is always surprising how many have forgotten how 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 4 and 6 figure grid references, measure distances accurately, estimate areas, use direction and refer to relevant place names and human/physical features. (But again, beware of doing too much…)

Should you try to second-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 the examination. However, it can be helpful to consider some of the questions/issues that might arise – perhaps working in small groups, brainstorming the topic, asking each other questions about the data/processes/location etc..

Use of the Internet This 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 which may have marginal relevance or may provide biased points of view.

The Best Answers… Demonstrate an intimate knowledge of the AIB Make reference to different items within the AIB and bring them together in an interesting and relevant manner Show good insight into any data provided and utilise it well Demonstrate knowledge and understanding of previous study Look at the issue in terms of time-scales: short term/long term Make connections within and between scales Balance different points of view

The Poorest answers… Are often brief and unstructured Contain large amounts of material/data that is simply copied from the AIB or perhaps has only minor changes to the original wording. Demonstrate little familiarity with the AIB and little evidence of geographical thinking. Miss the sense of place

Some final words of advice… Answer the questions in order. There is a logical sequence to this paper and answers to an earlier section may provide the basis to a later section. Empathise! Try to identify with the people/groups concerned. Watch the clock

Coming to a decision in an issue evaluation exercise In the context of an issue evaluation exercise, you may or may not have to come to a decision, but you will certainly have to undertake some evaluation. Remember that there is not usually a ‘right answer’ – it is how well you can support your arguments that is the key factor. Note if you are asked to make a choice, it is essential that you explain why you have rejected other options rather than concentrating solely on the merits of your chosen option.