Get Your Students Hired
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.
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.
I found the "Global Career Readiness Rubric" in the resources section to be very helpful. I hope to use some of these in my course.
I enjoyed the video and the way the students built a project from scratch to recycle plastic bumpers. The students chose their topic and global issue and designed a project that demonstrated their learning. I especially liked that the students presented to a group that supported their ideas and concerns and that would benefit them in their business.
I am looking forward to using this in my classes
I really liked the animation and PBL example of recycling the plastic bumpers; it made me consider what scaffolding or checkpoints my students might need to get to that proficient/advanced level in their small groups (being dual enrollment students and perhaps needing more guidance).