Authenticity and exploration in on-screen assessment: using GIS in geography
Nathan Evans, of our modernising assessment team, explores how GIS could be used in geography assessments.
A Geographic Information System (GIS) is a digital tool used to capture, analyse, and visualise spatial data. It's widely used in sectors such as environmental science, urban planning, and logistics. In education, GIS allows learners to explore real-world data through layered maps and interactive features, helping them develop contextual understanding and critical thinking skills.
In our initial teacher workshops, we discovered that using industry-standard software like GIS can create a more engaging and valid assessment experience for learners. To further explore how digital technologies can shape the future of assessment, we partnered with Esri UK to investigate how ArcGIS could support engaging and valid assessment experiences in Geography.
As the benefits of using GIS to support fieldwork exercises or non-examination assessment are readily apparent, we instead chose to explore its potential for facilitating valid and engaging assessment items in high-control contexts such as exams.
Designing assessments from the ground up
To investigate how GIS could support authentic assessment, we worked with a small group of further education teachers from three colleges across Wales.
Following initial training delivered by colleagues at Esri UK, teachers were given access to the ArcGIS platform and invited to design classroom activities with assessment in mind. One particularly detailed example focused on coastal erosion and was structured to align closely with three key constructs:
Identification: Learners were presented with a base map—without any overlays—and asked to locate features of erosion using only their existing knowledge and understanding.
Explanation: Layers showing active coastal management were added. Learners explored and explained why some areas showed more intervention than others, using contextual features such as proximity to settlements and infrastructure.
Evaluation: Finally, learners were asked to consider the effectiveness of different coastal management strategies. They drew on map-based evidence and wider geographical knowledge (e.g. wind direction, wave energy, coastal morphology) to support their evaluations.
This progression - identify, explain, evaluate - was intentionally designed to reflect typical assessment structures. The activity encouraged learners to apply knowledge, analyse spatial data, and justify their thinking using real-world evidence.
Although the activity was delivered in classroom, the teacher noted how easily it could be adapted for a high-control, on-screen assessment. Learners could, for example, submit annotated screenshots as part of their responses, or respond to structured prompts based on their investigation. This kind of flexibility is well suited to digital assessment contexts, where evidence-gathering can be both structured and interactive.
A shift in practice
When discussing the exercise following its deployment with learners, the teacher noted that previously this topic would have been taught through lectures and textbook exercises. By contrast, using GIS created a more interactive and investigative experience. Teachers told us that they felt that learners explored the material independently, engaged more deeply with the content, and showed a stronger understanding of how theoretical concepts apply to real places.
Teachers also highlighted how straightforward it was to use ArcGIS once they had completed a short training session. Navigating the system, finding appropriate resources, and building learning materials became manageable and purposeful.
Following an activity, one teacher noted a significant change in their classroom practice going forward. They now plan to integrate GIS into more lessons and redesign multiple activities to take advantage of the platform’s capabilities. They noted that this shift wasn’t just about learner engagement—it was about using digital tools to deliver more meaningful, valid learning experiences that aligned with effective ways for learners to demonstrate their knowledge and understanding.
Learner thoughts
Learner feedback was broadly positive. Many found using the software useful and engaging, appreciating how the GIS helped them visualise geographical patterns and apply their knowledge. The interactive features supported independent enquiry and made abstract ideas more tangible. While preferences varied, most learners said they would be happy to use GIS again.
The experience also highlighted the value of using digital tools that mirror real-world practice. The software’s authenticity gave the assessment more relevance and encouraged learners to engage with the material in a purposeful way.
Implications for assessment design
Feedback from this activity highlights how the use of specialist digital tools can enhance the validity of assessments. In this example, ArcGIS enabled learners to demonstrate applied knowledge in realistic, data rich contexts, supporting the generation of meaningful, authentic evidence that strengthens the link between what is assessed and how that knowledge is used in practice.
The structure used in the coastal erosion task—identify, explain, evaluate—maps well onto familiar assessment approaches, and the digital environment provides the tools learners need to complete each stage independently. It also opens the door for new response types: from annotated images and layered analysis to integrated digital artefacts.
Most importantly, the activity demonstrated that digital assessment can be both manageable and meaningful. By grounding the assessment in an authentic task, using industry standard software, and aligning it with clear assessment goals, the activity offered a model that could be developed further for high-control digital exams.
To try the exercise out for yourself, please use the link here.