How do we evaluate and assess?
Evaluating teaching programmes concerning the global dimension and global citizenship is important as it provides opportunities to reflect on the success of the programmes, both in terms of their application in the classroom and also the impact on school policy and the wider curriculum.
Keeping a log book
A log book of your experiences can be very useful. Here are some suggestions for entries:
- records of class use of any activities or materials incorporating the global dimension;
- any adaptations which you feel could improve the activities or materials and make them more suitable for your pupils or for meeting specific learning objectives;
- pupils' reactions to activities which use active learning methods such as group discussions, problem solving, role plays, simulations and co-operative games;
- pupils' reactions to visual or cultural resources, such as photos, artefacts and international visitors;
- your assessment or interpretation of some of the pupils' reactions you have logged.
Using the Oxfam curriculum
The activity on the right provides an opportunity to evaluate the global dimension and global citizenship provision in your school during the last year.
Activity Resources:
- Images
- Interactive
- Sound
- Text
- Video
Activity
This activity should be carried out with all teaching staff during an INSET session.
Use the relevant screen(s) of the Oxfam curriculum for global citizenship (which you printed out in the preceding activity) to evaluate to what extent each of the statements within the three key elements of the curriculum have been achieved. For each statement, decide if your pupils had:
- a lot of opportunity to learn this;
- some opportunity to learn this;
- a little opportunity to learn this;
- no opportunity to learn this.
Note: This activity will provide a means of identifying issues which are well covered and those which need to be better planned into your teaching programmes. It will also help identify teachers who have delivered 'a lot of opportunity' in particular areas and who therefore may be able to help and advise teachers who have provided few opportunities for global citizenship learning.
