Global citizenship includes fostering skills and dispositions (values and attitudes) in addition to developing knowledge (generic themes); assessment can tap into student learning in all three of these domains. Remember that both in-class and outside of class activities might be used to foster global citizenship. Considering the skills, disposition and knowledge relating to global citizenship that you hope to foster through your teaching (linked to Learning goals and objectives, pp. 35-43), try the following activities: 1. Return to the table you completed on p. 79 that focused on the reasons that underlie your
choices of assessment approaches. For all of the assessment methods you use, mark a “K” next
to those that you use to assess students’ knowledge, an “S” next to those that you use to assess
students’ new skills, and a “D” next to those that you use to assess students’ dispositions.
2. Count your Ks, Ss, and Ds:
•
How many of your methods do you use to assess student knowledge? ____
•
How many of your methods do you use to assess student skills? ____
•
How many of your methods do you use to assess student dispositions? ____
1. If I were to include additional or new assessment methods to assess student knowledge, two
methods I might explore as possibilities are:
a)
b)
2. If I were to include additional or new assessment methods to assess student skills, two methods
I might explore as possibilities are:
a)
b)
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Road to Global Citizenship: An Educator’s Toolbook
82 3. If I were to include additional or new assessment methods to assess student dispositions (values
and attitudes), two methods I might explore as possibilities are:
a)
b)