Assessing Young Children's Freehand Sketch Maps of the World

Abstract

This study explores the use of separate schedules for assessing the spatial arrangement, shape and size of continental landmasses, as represented on children's freehand sketch maps of the world. The analysis of maps drawn by 26 English pupils, aged 10–11 years, shows that they were significantly better able to depict the location and size of continents than their shape. There were significant improvements in the performance of children, especially those initially less able, as a result of six lessons of practical atlas skills teaching. The maps revealed many misconceptions and blind spots. The features shown on the maps showed a marked nation-state, Eurocentric bias. It is suggested that clearly focused teaching and assessment of world map drawing should be introduced in Key Stage 2. Reporting of the use of the schedules in a variety of contexts is encouraged to broaden the research base. A 'separate skills' approach to assessment is recommended, rather than the alternative 'composite' system.