How to Assess Global Competence

With the announcement that global competence will be assessed in the 2018
PISA exam, it is timely for teachers to consider how to integrate global
competence assessment into the classroom. Here are four suggestions:

1) Consider Inter- and Intra-personal Skills

Often as teachers, we are conditioned to focus on knowledge. While

knowledge is one aspect of global competence, such competence goes
beyond knowledge. Thus, it becomes important for us to look beyond
knowledge assessments and consider human aspects, such as interpersonal
and intrapersonal skills. For example, how are we helping our students
develop skills to interact respectfully with those who are different from them?
We need to examine our assessments to include other means to assess such
human and real-world skills and attitudes through observation using well-
developed rubrics. This is also an opportunity for students to engage in peer
assessment (again using rubrics). The use of teacher observations and peer
assessments provides a multiple-perspective approach to assessment, which
in turn provides a more complete picture of students’ intercultural
development.

2) Use Classroom Assessment Techniques (CATs)

Classroom assessment techniques (CATs) are often part of a teacher’s

repertoire in the classroom to help understand what students are learning
and what questions they may still have. Use of CATs is a key way to integrate
global competence assessment into a formative assessment approach in the
classroom. One example is to adapt a variation of the minute paper and have
students take one minute to reflect on the following:

a) Write one thing you learned today about someone who is different from
you (this prompt can be tailored to your lesson and address some aspect of
personal or global competence)

b) Write one action step you will take as a result of this learning. What will
you do differently?
c) Write one question you have that you would like to investigate further
(tailor this to some aspect of global or intercultural competence).

The regular use of CATs allows teachers to not only more easily integrate the
assessment of global competence in the classroom, but this also provides a
way to tailor feedback and assessments to meet students where they are on
their individual journeys in developing their own global competence.

3) Document Authentic Evidence

Teachers can utilize assignments to document authentic and direct evidence

of students’ competence development. Direct evidence can be defined as
evidence collected during the actual learning experience through such
means as assignments, reflections, and observations that help to document
change in students’ knowledge, skills, attitudes, and behaviors. Beyond test
performance, what kinds of assignments can be given to elicit authentic
evidence of respectful engagement with others and the world? When
appropriate, assignments that involve engagement in the school and local
communities are ways to encourage authentic real-world interactions beyond
the classroom. Consider online interactions through project-based learning
with peers in other countries as well group assignments (either face-to-face
or online).

Step Back, Zoom Out: Exercise reflection regularly

Reflection is considered to be a key way to focus on the process of

competence development and in so doing, move from a results-orientation to
a process-orientation, which is crucial to developing global competence.

Providing regular opportunities for reflection becomes a critical strategy for

assessing global competence. Such reflection needs to go beyond “What did
you learn?” to “Why was that learning important?” and especially “What will
you do now as a result of this learning?” or “What? So What? Now What?”
These questions can be tailored to specific aspects of global competence—
from cultural self-awareness (“What did you learn about yourself?”) to
viewing a topic from multiple perspectives to developing deeper listening
skills (listening for understanding instead of listening for judgment or reply).
Another reflection tool for assessment is to have students respond to the
prompt: “I used to think... now I think...” which focuses on change that has
occurred. Documenting such change is another important part of global
competence assessment.

Assessment strategies and frameworks are structured methods for

evaluating and improving learning, encompassing formative and summative
assessments, and often incorporating criteria, rubrics, and benchmarks to
ensure alignment with educational objectives.

What are assessment strategies?

Assessment strategies refer to the different techniques and educational tools

you can use to plan the content of your courses and measure your students'
progress.

Why are strategies of assessment important in teaching?

Here are some reasons why these strategies can be beneficial to teachers
and students:

Identify strengths and weaknesses: Comprehensive evaluation

strategies may help you objectively identify the strengths and weaknesses of
individual students.

Gain insight into how individuals learn: These strategies can help
provide insight into the unique needs of individual students. You can then
create a curriculum that addresses those needs.

Collate feedback: Dynamic assessment methods can help you collate

feedback related to the effectiveness of your current teaching methods.
Help develop curiosity: When you apply creative strategies, it may help
students develop a sense of curiosity and responsibility. These qualities can
help teachers guide each student toward meeting their individual goals.

Assessment Strategies: These encompass the various methods used to

gather evidence of student learning. Examples include:

- Traditional Assessments: These are familiar methods like tests,

quizzes, and exams. While efficient for covering large amounts of
content, they may not fully capture deeper understanding or
application of knowledge

- Authentic Assessments: These involve real-world tasks and projects

that require students to apply their knowledge and skills. Examples
include presentations, portfolios, and research papers. They offer a
more holistic view of student learning but may be more time-
consuming to assess

- Formative Assessments: These are ongoing assessments designed

to monitor student learning and provide feedback throughout the
learning process. Examples include class discussions, exit tickets, and
quick checks for understanding. They allow for timely adjustments to
instruction

- Summative Assessments: These are end-of-unit or end-of-course

assessments designed to evaluate overall student learning. Examples
include final exams, major projects, and standardized tests. They
provide a snapshot of student achievement at a specific point in time
Assessment Frameworks: These provide the structure and guidelines for
developing assessments. They define the content to be assessed, the skills
to be measured, and the criteria for evaluating student performance.
Examples include:

- Curriculum-Based Frameworks: These frameworks align

assessments directly with the curriculum, ensuring that assessments
measure what is taught.

- Standards-Based Frameworks: These frameworks use established

standards or learning objectives to guide the development of
assessments. This ensures that assessments are aligned with broader
educational goals

- Competency Frameworks: These frameworks focus on assessing

specific skills and competencies that students need to demonstrate.
This approach is often used in vocational or professional training
programs

Application in Real-World and Educational Settings:

The application of these assessment strategies extends beyond the

classroom:

- Community Engagement: Assignments involving real-world

interactions within the school and local communities provide authentic
opportunities for students to apply their global competence

- International Collaborations: Project-based learning with peers in

other countries fosters intercultural understanding and collaboration,
providing valuable real-world experience
 - Integrating Global Competence into Disciplinary Contexts:
Rather than adding new subjects, global competence should be
integrated into existing curricula across disciplines. For example, a
history lesson could explore the impact of globalization on developing
countries, prompting students to research ethical manufacturing
practices

- Teacher Education Programs: Assessing global competence is also

vital in teacher education programs, ensuring future educators are
equipped to foster global citizenship in their students. This involves
using rubrics and delphi methods to evaluate preservice teachers’
understanding and skills

Effectively assessing global competence requires a holistic approach

combining diverse assessment strategies and frameworks, applied across
various educational and real-world contexts. The emphasis should be on
authentic learning experiences that foster critical thinking, intercultural
understanding, and responsible global citizenship.

References

Deardorff, D.K. (2015b). International education assessment: A changing

paradigm. In IIENetworker, Fall 2015, pp. 18-19. Retrieved from
//www.nxtbook.com/naylor/IIEB/IIEB0215/index.php#/18

Deardorff, D.K. and Arasaratnam-Smith, L. (2017). Intercultural competence

in higher education: International approaches, assessment, application.
London: Routledge