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Abstract
Assessment training should engage geographers in an interactive process exposing individuals to the strategies of their peers as well as those of an ‘expert’. A study was undertaken to test a regression model designed to encourage such interaction as well as to identify the existence of racial bias in markers. The research results indicate, the value of the model in enabling comparative analysis of assessment strategies and the success of counselling and discussion in developing assessment skills. The use of the model in geography teacher and higher education programmes is discussed.