Assessment for Global Understanding
This is a general discussion forum for the following learning topic:
Assessment for Global Understanding
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
Hoping to add more to my lessons in the future. The readiness rubric is nice.
Formative Assessment and Summative Assessment are both useful tools that help teacher’s measure student learning, provide feedback, and improve academic performance. They allow teachers to understand what students know, what they need to improve, and how well they have achieved the learning objectives. I learned that Formative Assessment and Summative Assessment are both tools used to simplify feedback. For example class discussions allow student to be honest about their learning and their learning tools to express the overall outcome. Remember students learn for other student’s success. Therefore rubric measure the results. One important idea in education is that students can learn from their classmates' experiences, knowledge, and perspectives. Therefore, learning should not only focus on individual success but also on helping others succeed.
I appreciated the global building inspector comparative activity as it helped me start thinking about manageable ways to bring content to life in my own coursework. I also appreciated the resources such as the toolkit that were plugged. I think I have enough information now to complete a global workforce pilot in one of my courses.
Assessment for Global Understanding
One thing I have learned through this Global Initiatives training is the importance of using both formative and summative assessments to determine whether students are truly understanding what they are learning. As educators, we use assessments regularly, but this training has helped me look at how we can use them to measure students' understanding of healthcare from a global perspective.
Formative assessments allow us to check students' understanding throughout the learning process. This could be through classroom discussions, short quizzes, reflection activities, or comparing healthcare practices in different countries. I like this approach because it gives us an opportunity to identify areas where students may need additional guidance before completing their final assignment.
Summative assessments, on the other hand, allow us to evaluate what students have learned at the end of a lesson or project. For my Orthopedic Anatomy and Physiology course, I plan to incorporate an assignment where students compare orthopedic care in the United States with another country. Students will examine differences in access to healthcare, available resources, and educational opportunities. This will also connect with the United Nations Sustainable Development Goals of No Poverty (SDG 1) and Quality Education (SDG 4).
My goal is not only for students to understand orthopedic anatomy and patient care but also to recognize that healthcare resources and opportunities are not the same everywhere. I believe using both types of assessments will help me determine whether students are making those connections and developing a better understanding of global healthcare challenges.
As I continue through this training, I am realizing that incorporating global learning does not necessarily mean changing everything we teach. Sometimes it is simply about expanding how we teach and encouraging students to look beyond what they are familiar with.
In this module, I learned how to align assessments with global career-ready practices to better prepare students for a global workforce. I gained an understanding of formative and summative assessments and how to assess internationalized learning outcomes. The Global Career Ready Practice Rubric was particularly helpful for evaluating global competence and employability skills.
I plan to apply these strategies by incorporating diverse assessment tools, like rubrics and reflection activities, into my lessons to encourage critical thinking and global perspectives. This module helped me realize that assessments should not only measure knowledge but also foster skills for a globalized world.
Module 6: Assessment for Global Understanding
On this module I've reaffirmed the distinction between formative and summative assessments. Formative assessments, like ongoing reflections and classroom discussions, are essential for guiding student learning in real-time. They allow us to identify misconceptions, and adjust instruction accordingly. Summative assessments, such as final projects and presentations, serve to evaluate overall learning outcomes at the end of a unit or course.
In my own teaching practice, I've been utilizing signals, reflections, classroom discussions, exit slips, finished products, and presentations. However, I'm eager to expand my assessment repertoire. I'd like to learn more about skills checklists for peer feedback, quizzes, polling, games, self-assessments, research projects, and portfolios. These strategies offer diverse ways to assess student learning and provide valuable feedback.
The class project and individual assessments (quizzes) seem like a great way to implement the global rubrics.
I learned different ways to do formative and summative assessments for my students to provide evidence-based results of the learning objectives.
I found the rubrics to be very helpful and will use them in my class moving forward. I also enjoyed the videos and the student's project gave me some ideas that I can implement in the classroom.
To incorporate assessment for global understanding in my courses, I will design assignments and exams that require students to demonstrate their comprehension of global issues, perspectives, and intercultural competence. This might involve tasks such as analyzing case studies from different regions, evaluating the impact of global trends on local communities, or participating in cross-cultural discussions and reflections. I will also include opportunities for students to showcase their understanding through presentations, essays, or projects that require them to apply concepts learned in a global context. By assessing their ability to understand and navigate global complexities, students will develop critical thinking skills and deepen their global awareness.
Although, I can relate to some of the material in this module, It is a little difficult because healthcare is alot more advanced. My students will be talking more about dieases and how they are transmitted verses how to go green.
Loved the animated video
Felicia
I like all the examples provided. this is really helpful in thinking through how I might approach my assignment.
I enjoyed seeing the examples demonstrated as well the Global Career Readiness Rubric. Since I am using the Marketing Plan Team Project, this information was very helpful. Further, I can incorporate the rubric.
the animation addressed an important problem of recycling of plastic and why some plastics aren't recycled, although they could be. what to do about products that end up as landfill waste (carpet), solving problems of recycling, and improving the type of materials used in products in the Interior Design industry are some of the issues we have been dealing with for my entire 22 years in this field. it is interesting to encounter an example of this from a different industry.
I toured our automotive program, which has a new building, this semester in anticipation of reveiwing the CTE modules for the Asia Society. i thought the example given here was excellent. The program is a superstar on our campus with 100% of graduates finding employment and they have shown me the curriculum is inherently global through thier partnerships and universal design elements that must take into account readers of many languages. You have given me more questions to ask them the next time I see them.
I really like the rubrics -- they could be readily added to the rubrics for written assignments I already use. And the kind of project in the example so closely parallels the kinds of things I do in my technical writing course (though they would present a written proposal or report in a writing class, of course, along with a presentation). This module and the last have the wheels turning about how global competence could be built into a few of the projects we do in the course.
Project Based Learning is what we are currently transitioning to in some of my courses. So far, it seem to be working. It is definitely a game changer in the teaching and learning process.
Reply to Liping Liu's post: Reply to Liping Liu's post:You and I are in complete agreement with the project based learning example. It really added dimension.
The animated PBL project was a good example. Also, I found the "Global Career Readiness Rubrics" helpful. I'm actually using one of the rubric for my course project assessment. The examples listed as formative and summative assessments in this module are useful as well.
