How can you use assessment to promote global competence?

As long as assessment measures the level of competence, it's universally applicable. I've run programs with thousands of students scattered all over the world. Assessment measured competence. For example, a project well-done might have 50 components or sub-tasks. If the student only completed 20, then assessment should state which ones were completed at the acceptable quality level and which ones were not. Then, student could go back and address the missing items and achieve full competency for the project. When assessment is based on quizzes and subjective opinion of someone, it becomes impossible to apply such assessment globally. I do not advocate the use of such types of assessments.

Competence in educational productivity is simply a matter of process evaluation before terminal or product assessment. Strategies that clearly explain the learning process and guarantee student performance are still product based and depend on assessments, tests, examinations etc. Process evaluation guarantees mastery over subject matter which provides self confidence before final evaluation.

I think assessment should involve alignment of evaluation methods with key skills like intercultural awareness and critical thinking. As a physiotherapy educator, I emphasize diverse tools, including group projects and reflective essays, to encourage exposure to different perspectives. I stress the importance of utilizing credible sources and peer-reviewed research, mirroring my preference for factual information with solid references. Encouraging self-assessment and regular feedback allows students to take ownership of their growth. In 100 words, as per my opinion theses are the school of thoughts and as per me it's clear that my approach will help and fosters global competence, preparing students to provide quality healthcare globally.

How?? First by intentionally designing assessment tasks ( whether alternative or traditional) in such a way that learners are made aware of and are required to deeply engage in solving real world global problems. Certainly there are many problems that transcends countries and regional lines that learners can use not only their content knowledge and their soft skills to solve. It first begins with awareness which will then spark empathy and citizenship which will then spark interest and motivation to use my content knowledge to find novel solutions. Regular exposure to these assessments builds global competence over time and the best part is that it also develops other skills such as communication and critical creative thinking.

To cultivate global competence through assessments, infuse cultural diversity into tasks, assess multilingual proficiency, and incorporate real-world challenges. Encourage collaborative problem-solving, leveraging technology for cross-cultural interaction. Integrate global awareness surveys, emphasizing critical thinking on diverse issues. Foster reflection and self-assessment, providing constructive feedback for continual growth. These strategies aim to not just measure but enhance students' ability to navigate and contribute meaningfully in our interconnected world.

Learning is an endless process. An infinite route that leaders and teachers should promote. That’s why, assessing perfection doesn’t make any sense. The process of assessment should be focused on how much a person has learned and evolve in a specific context. For instance, if the goals set for a period of time have been achieved. Moreover, it is also about the tools that are given to people to comply with expectations. Instead of leaving the person with a “problem” as a result of a feedback, a journey should be made helping him or her excelling.

My take in the music education context: 1. Studying World Music: By integrating different genres of world music into the curriculum, and creating assessments focused on these, students can gain a broader understanding of different cultures' musical traditions. This can mean exploring the historical, social, and cultural contexts of various music styles. 2. Performance Assessments: Encourage students to learn and perform songs in different languages or from various cultural backgrounds. This can spark their interest in cultural diversity and globally relevant issues. 3. Composition Projects: Assign creation of music pieces inspired by different cultural sounds. This can allow students to explore foreign musical elements in-depth.

One thing I consider the most relevant when analyzing a pool of assessment methods is: the more similar to the real world, the better. Assessments should provide a "space" to check, to demonstrate, to replicate knowledge and make it useful out of a classroom, as a "safe space to make mistakes".

Assessment enchor all activities of teaching learning process, assessment process aligned with global competence help to revise all activities planned.

Everyone has their own definition of history and culture. Even people within cultures have different views on their traditions, languages and perspectives. This assessment has a high chance of being extremely racist. Measuring Global competence is the same as asking people, “Who’s a better rapper, Cardi B or Nicki Minaj”. Who should we ask? It will depend on what answer you’re looking for. You can’t properly assess culture. You can only have an opinion.

As a teacher, I design an assessment based on the students' need to adapt the global situations. I am teaching Mathematics. I teach students for using any Mathematics tools that might be useful in the future, such as latex coding and spreadsheets. Don't limit the students to do paper based tests but encourage them to use any tools for explorations. The most important role for teachers is giving a prompt feedback during the process and at the end of the assessment whether the students meet the competence required in the assessment. The feedback from teachers should be taken into students' reflection for improvement.

Encouraging Lifelong Learning: By continually assessing global competence, educators instill a commitment to lifelong learning and ongoing engagement with global issues.

Whether we are in a learning or work environment, feedback is a crucial tool and stage of assessment. Direct instructions to correct your route or clear encouraging words about the choices a student or an employee is making help them develop self confidence and take better decisions in the future. The best scenario is the feedback right after an application of an assessment. It would meet the technicities of a topic with the human and warm touch of guidance of a tutor, a peer, a teacher etc

In my opinion, this stage of the assessment is the most relevant, as students understand that they play a role in the learning process - it is not a passive process - and they understand that making mistakes is an essential part of it. Identifying mistakes or errors and making them right (or better) encourages them to have goals and specific objectives, and, definitely, they will not do those mistakes again.

I totally agree. It was John Dewey who says, we do not learn from experiences but learn by reflecting on these experiences. Learners of today but make it a habit to engage in critical reflection on important global issues. It is this reflection that will add relevance to their learning and think about novel solutions that can help solve these issues.Through reflection, they will learn from past mistakes and chart forward faster and with more wisdom. Globalisation has transformed schools and spaces into global communities so what challenges you should bother me in my jurisdiction as we are one ...humans together. Reflection brings about that empathy that we so desperately need.

We strive to make students self confident, self thinkers, able to take good decisions and be self guided. Assessment, in this way, give students data to make decisions about students own future or what next step to take.

An important consideration here is to explain to students why they are set assessment in the first place. Not to find out what they don't know, but to find out what they do know. When assessment is constructed appropriately for a topic (i.e. learners can understand what is being tested and how the assessment will crystallise their interpretation and understanding), it will have maximal benefit because the value of completing the assessment is much wider in application, and resonance for the student, rather than learners simply completing assessment because it is part of their programme of study. We must ensure that assessments are explained, and that subject specific and transferable skills are embedded into the outputs of such assessment.

Assessment are to help take next steps and better decisions. The more we use this tool and the more we answer why to use this tool, more plausible the process to be incorporated at schools and instutions. Test takers need to know why they are taking those tests. A good culture of a school or company starts with the answer of the question "why?"

Assessment is pivotal in nurturing global competence, vital for comprehending our intricate, interconnected world. To achieve this: -Set precise objectives encompassing cross-cultural empathy, problem-solving, and intercultural acumen. -Infuse global content into the curriculum, aligning it with objectives. -Use diverse assessment methods, including group tasks and cultural immersions. -Scrutinize global awareness through quizzes, essays, and projects. -Evaluate cross-cultural communication skills in various contexts. -Assess critical thinking on global issues and diverse perspectives. -Encourage self-reflection on cultural biases and growth in global competence. -Foster a growth mindset, emphasizing ongoing improvement in global skills.

1. **Diverse Content:** Integrate diverse global perspectives into assessments. 2. **Performance Tasks:** Design real-world tasks promoting critical thinking on global issues. 3. **Collaborative Projects:** Assign group projects with students from different backgrounds. 4. **Reflection Components:** Include reflection activities to connect learning to global implications. 5. **Global Case Studies:** Use case studies from various regions to deepen understanding. 6. **Multilingual Assessments:** Allow expression in native languages when possible. 7. **Technology Integration:** Foster virtual collaborations using online platforms. 8. **Competency Rubrics:** Develop clear rubrics outlining global competency skills.

It is also helpful for teachers to allow students mirror the global competences through verbal reflections, storytelling, drama, journaling, etc.

Please open Jurvélius'Taxonomy of Learning Objectives. There you can assess if the person is qualified to be sent to suppress forest fires.