Global Education Student Assessment Tools Inventory

Global Education Student Assessment Tools Inventory

As teachers begin to globalize our curriculum and to modify our standards including Common Core, it’s important for us to examine our current awareness and identify where students stand in strength and weakness.  Many tools are available online to help us get started as we evaluate our students. By far, the most useful source to me is from the Asia Society files.  The statement delineated below about how globally prepared students give teachers an idea about what they should aspire to do as they plan coursework for students in order to prepare them to engage in a thoughtful and engaged manner in the world at large.

 “Educators and policymakers concerned with education, however well meaning, have not themselves had the opportunity to think much about education for a truly global era; and even if they have, their own education has rarely prepared them to undertake such education seriously and effectively.”  The document “Educating for Competence: Preparing our Youth to Engage the World”, published by the Asia Society, is enormously useful in terms of familiarizing educators with Global Education and how best to infuse it into our classrooms. 

Resource Name	Description	Location
Global Education Checklist	A phenomenally useful checklist: a practical tool that teachers, curriculum developers, school administrators, and state education agency staff can use to gauge their work within the realm of global and international education.	http://www.globaled.org/fianlcopy.pdf
Asia Society Files	Identifies the globally prepared student as one who: investigates the world beyond their immediate environment, framing significant problems and conducting well-crafted and age-appropriate research; recognizes perspectives, others’ and their own, articulating and explaining such perspectives thoughtfully and respectfully; communicates ideas effectively with diverse audiences, bridging geographic, linguistic, ideological, and cultural barriers; takes action to improve conditions, viewing themselves as players in the world and participating reflectively.	Http://asiasociety.org/files/book-globalcompetence.pdf
Global Education Advisory Council	Global Education Advisory Council feels that the definition of global education fails to mention essential skills.  Global competence involves an ability to function in societies other than our own. Global education must prepare students to understand the perspectives of other peoples and cultures across all grade levels and disciplines so as to be able to solve common problems and develop better working relationships.	https://sites.google.com/site/globaleducationadvisorycouncil/2011-geac-reports/globaleducation-what-does-it-look-like-in-schools
“Cosmopolitan Education” By Luise Prior McCarty, Ph.D.	Page 2 explains what constitutes a cosmopolitan education.  Here is a short list: • Primarily a disposition, an orientation or a moral sensibility •A practical and educationally meaningful process of relating to others • An intellectual and aesthetic stance of openness to divergent cultural experiences • A frame of mind where you can end up anywhere in the world and be in the same relation of familiarity and strangeness to the local culture • Respecting and enjoying cultural differences with a sense of global belonging • The “ability to dwell meaningfully on a space of often paradoxical transitions, of openness to the world and loyalty to the local” (Hansen, 2009).”	http://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1004&context=colleagues&sei‐%20redir=1#search=%22cosmopolitan%20educastion%22
Curriculum for Global  Citizenship	Pages 4 through 7 offers a curriculum for Global Citizenship including: knowledge and understanding, skills and  values and attitudes.	http://www.oxfam.org.uk/~/media/Files/Education/Global%20Citizenship/education_for_global_citizenship_a_guide_for_schools.ashx
UNESCO. (2006). Guidelines on intercultural education. (pp. 11-20)	Unesco describes the aims of Intercultural Education as ‘the four pillars of education’ and identified by the International Commission on Education for the Twenty-First Century. According to the conclusions of the Commission, education should be broadly based on the four pillars of: Learning to Know, Learning to Do, Learning to Live together and  Learning to be. Guidelines for Educating clearly state that “Intercultural education cannot be just a simple ‘add on’ to the regular curriculum.  It needs to concern the learning environment as a whole, as well as other dimensions of educational processes, such as school life and decision making, teacher education and training, curricula, languages of instruction, teaching methods and student interactions, and learning materials.” projects Commission further states that “a general education brings a person into contact with other languages and areas of knowledge, and... makes communication results of a general education represent some of the fundamental skills to be transmitted through intercultural education. 2. Learning to do, in order to “acquire not only an occupational skill but also, more broadly, the competence to deal with many situations and to work in teams in the national and international context, learning to do also includes the acquisition of necessary competencies that enable the individual to find a place in society. 3. Learning to live together, by “developing an understanding of other people and an appreciation of interdependence – carrying out joint projects and learning to manage conflicts – in a spirit of respect for the values of pluralism, mutual understanding... and cultural diversity. In short, the learner needs to acquire knowledge, skills and values that contribute to a spirit of solidarity and co-operation among diverse individuals and groups in society. 4. Learning to be, “so as to better develop one’s personality and be able to act with ever greater autonomy, judgement and personal responsibility. In that respect, education must not disregard any aspect of a person’s potential as his or her cultural potential, and it must be based on the right to difference. These values strengthen a sense of identity and personal meaning for the learner, as well as benefiting their cognitive capacity.	http://unesdoc.unesco.org/images/0014/001478/147878e.pdf

Tools for teacher assessment are also essential, and can include: The Teachers for Global
Classrooms: Unit Plan Feedback

Criteria	Exceptional	Standard	Needs Modification	Not Present
Global Competencies	Global competencies are innovative, multiple, explicit, and are imbedded in the “Established Goals”, “Evidence”, and “ Learning Plan” of the lesson/unit.	Global competencies are multiple, explicit, and are imbedded in the “Established Goals”, and “Learning Plan” of the lesson/unit.	Global competencies don’t meet all the needs under “ standard”.	Global Competencies are incomplete or are not imbedded in the lesson/unit.
Desired Results	Transfer, Meaning, and Acquisition categories are explicit, relevant, and applicable to classroom content and global competencies.	Transfer, Meaning, and Acquisition categories lack all traits in “exceptional”.	Transfer, Meaning, and Acquisition categories lack all traits in “exceptional” and one is not complete.	Desired Results section is incomplete.
Evidence	Evaluative and Assessment Tools are differentiated in rigor and options, collaborative, student generated, and relevant.	Evaluative and Assessment Tools don’t meet all the needs under “exceptional”.	Evaluative and Assessment Tools don’t meet all the needs under “exceptional”, and one is not complete.	Evidence section is incomplete.
Learning Plan	Structure, Instruction, and “Learning Events” offer multiple modalities for learning, incorporate global perspectives, provide student with options, and are relevant to content.	Structure, Instruction, and “Learning Events” don’t meet all the needs under exceptional”.	Structure, Instruction, and “Learning Events” don’t meet all the needs under “exceptional”, and one is not complete.	Learning Plan section is incomplete.
Technology* (*not required for every lesson in the unit plan)	Used as a collaborative, research, content and presentation tool.	Technology is used as 2 of the 4 tools under exceptional.	Technology is used as 1 tool under exceptional.	Technology is not used.