“I already know how I feel about this”: using assessment to encourage criticality
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AbstractTutors involved with teaching and assessing a global citizenship module identified a potential conflict between global citizenship’s values-laden status and the academic and professional standards (TDA, 2007), requiring student teachers to demonstrate critical engagement. In an attempt to facilitate more critical engagement with the relatively new curriculum subject of global citizenship, students generated specific assignment criteria. This approach is evaluated through scrutiny of student assignments. Initial research findings suggest that criticality can be facilitated through some student ownership of the assessment process; in addition, there is a need for tutors to reflect on what may influence their interpretations of assessment criteria. Further critique of the tutor-designed analysis model suggests opportunities for, and potential value in, increased student engagement with the model. Plans are in place for a pilot study with future cohorts.
Hurford, Donna and Read, Andrew (2009) “I already know how I feel about this”: using assessment to encourage criticality. In: Inman, Sally and Rogers, Maggie, (eds.) Papers presented at UK Conference July 2009 on Developing Critical Perspectives on Education for Sustainable Development Global Citizenship in Initial Teacher Education. UK Teacher Education Network for Education Sustainable Development/Global Citizenship , Glasgow, pp. 84-93. ISBN 9780946786565