“I already know how I feel about this”: using assessment to encourage criticality

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. Full text not available from this repository.

Official URL: http://www.lsbu.ac.uk/ccci/uk_ite_network/docs/200...

Abstract

Tutors 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.

Item Type: Book Section
Journal or Publication Title: Papers presented at UK Conference July 2009 on Developing Critical Perspectives on Education for Sustainable Development Global Citizenship in Initial Teacher Education
Publisher: UK Teacher Education Network for Education Sustainable Development/Global Citizenship
ISBN: 9780946786565
Related URL(s):
Departments: Faculty of Education, Arts and Business > Institute of Education > Initial Teacher Education > Early Years and Primary Undergraduate Partnership QG
Depositing User: Insight Administrator
Date Deposited: 28 Oct 2010 08:15
Last Modified: 26 Aug 2016 16:08
URI: http://insight.cumbria.ac.uk/id/eprint/335

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