Assessment Methodologies in Geography Used in elementary/middle school

Abstract

As a curricular subject, Geography requires student assessment methodologies, and curricula demand practices that align with innovations. This research analyzed Geography assessment strategies – alternatives to written exams – geared toward the final years of elementary/middle school. The objective was to identify assessment practices that foster meaningful learning. This exploratory study employed a qualitative approach and a literature review on learning assessment. A systematic review was conducted by selecting and analyzing scientific papers published in recent years (2015-2025), using keywords related to learning assessment and practices in Geography education. Studies were identified in academic databases, with an analysis of their methodological approaches, publication dates, and focus on the final years of elementary/middle school. Research indicates the effectiveness of diverse assessment strategies capable of increasing student participation and promoting more relevant and meaningful learning. Emphasis was placed on innovative practices applied in various school contexts, such as group work, inquiry-based projects, the use of technology, self-assessment, and portfolios. The results show that diverse methods value the cognitive, creative, and participatory dimensions of the learning process, contributing to a more comprehensive assessment of students' knowledge.