Assessment for Global Understanding

Preparing Community College Students for a Global Economy

Public

Discussion:

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.

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.