Edited by Yael Harlap Global Citizenship

To determine the extent of power and responsibility students have for shaping the classroom environment
and their learning experience when you teach, try answering the following questions.
1. Make a list of all the ways students have power and responsibility for shaping both teaching and
learning in your course/program.
2. Make a list of the decisions you make about teaching and learning in your course/program that
students have little power and responsibility for shaping.
Select one of the decisions that you make about teaching and learning in your course or program that students
have little power and responsibility for shaping. Use this for the rest of the exercises in this section. When you
are done, you can go back and select another decision to analyze with the same questions.
3. Brainstorm three or four ways that you could involve students in making that decision about
teaching and learning in your course or program. For the sake of brainstorming, let yourself be
wild: consider power-sharing possibilities that may initially seem too radical for your comfort.
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Teaching and learning approaches
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Select at least one of these ideas from question #3 to expand. Remember that this is a thought exercise to
challenge your assumptions about the roles students can take in assuming power and responsibility for teaching
and learning. Let yourself be creative.
4. What are the challenges or obstacles to making that change?
5. What resources and materials might you need to make that change? How can you capture
them?
6. What new knowledge and skills do you need to facilitate that change?
7. Where can you find resources to help you gain the knowledge and skills you might need?
8. What are two things you can do to prepare students for that change?
a)
b)
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Road to Global Citizenship: An Educator’s Toolbook
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Assessment plays an important role in allowing you to evaluate whether your students have met the
goals and learning objectives that you have set for your course. It also provides feedback to help
students learn more effectively. In addition, what you assess and how you assess student learning
reveals whether you ‘walk the talk’ of global citizenship education.
Even before considering global
citizenship, you may ask yourself
the following questions as you
think about assessing student
learning:
•
How can I use the goals and learning
objectives of the course to decide what to
assess?
•
What sorts of assessment techniques will I use
and why (e.g., exams, papers, presentations)?
Will I assess students only individually, or
through some group work?
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In what circumstances and for what purposes might it be useful to ask students to assess
themselves? What could it look like?
•
How can I design assessment methods to function as learning tools for the students as well as
the means of assessing their learning?
•
Are my students familiar with the approaches to assessment I have chosen? How can I ensure
that my expectations for the assessment method are made clear to students?
•
How often will I provide opportunities for assessment, and why?
•
How will I provide feedback to students about their progress? To what extent will I provide
opportunities for students to engage in dialogue with me about their progress?
•
How will I translate the assessment methods into marks?
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How will I use the information I will collect from the assessments of student learning? Will they
change/effect my teaching? Will they change/effect future assessments?
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Assessment
of learning