Sustainability Starts with Teachers

Change Project Orientation
5 Sessions
Developing an ESD Change Project
Some ESD Change Project Examples
Change Project Pathway to Bring About ESD Innovation
Completing the Parts of the ESD Change Project
Change Project Guidelines and Review
Learning Action 1: ESD Policy, Context and Competences Review
5 Sessions
Learning Action 1: A Case Story to Introduce ESD
Develop a common understanding of ‘Sustainable Development’ and ‘Education for Sustainable Development’ (ESD).
Review of the Vision and Mission statement of your institution and Sustainable Development Goal Number 4
Review of other relevant documents guiding the work of educators in your TE/TVET Institution
Assignment: Change Project Part 1 – Review of context, policy and institutional vision and mission
Learning Action 2: Sustainable Development Goals and Critical Issues
5 Sessions
Learning Action 2: A Case Story
Environment and Sustainability Knowledge: integrating society-economy-environment
The Sustainable Development Goals and sustainability challenges in Africa
Responses to Sustainability Issues and Concerns
Assignment: Change Project Part 2 – Exploring site “matters of concern”
Learning Action 3: Transformative Learning and Learning Environments
5 Sessions
Learning Action 3: A Case Story
Aspects to consider in ESD teaching and learning processes
Transformative pedagogies for ESD teaching
Transformative social learning and transforming learning environments
Assignment: Change Project Part 3 – Transformative learning and transforming learning environments
Learning Action 4: Design and Try out Assessment of Significant Learning in ESD
5 Sessions
Learning Action 4: A Case Story
Exploring your experience of assessment in the context of ESD assessment innovations
Additional guidance for designing assessments in ESD
Examples of alternative assessments
Assignment: Change Project Part 4 – Assessment of significant learning
Learning Action 5: Monitoring, Evaluation and Scaling for Impact
5 Sessions
Learning Action 5: A Case Story
Monitoring your change project in a community of practice
Evaluating the Change Project for value creation
Scaling the Change Project for Impact
Assignment: Change Project Part 5 – Monitoring and evaluating the ESD Change Project, and scaling for impact
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Assignment: Change Project Part 4 – Assessment of significant learning

Sustainability Starts with Teachers Learning Action 4: Design and Try out Assessment of Significant Learning in ESD Assignment: Change Project Part 4 – Assessment of significant learning

You can download the Learning Action 4 below. The final step for Learning Action 4 is to complete the Assignment discussed below with your community of practice.

Download Learning Action 4

In this part of the Change Project and in Learning Action 4, you will focus on how to assess significant ESD learning. You call this process assessing ‘significant’ learning, because it includes assessing the following:

  • Cognitive competences and outcomes,

  • Socio-emotional competences and outcomes,

  • Action competences that reflect changes in practice and behaviour,

  • Social learning competences which include being able to work with others to engage in change processes,

  • Values and ethics, especially the ability to show care and empathy for self, others and the world around, and

  • Capacity for ‘learning how to learn’ and how to critically reflect on, and be part of change processes.

We will use the adapted Dee Fink (2003) model (see below) to demonstrate how to assess ‘significant’ learning, and will encourage you to apply it to your ESD Change Projects.

We conclude Learning Action 4 and the course with TASK 4: Change Project Part 4 – Develop an Assessment Plan for assessing ‘Significant Learning’ in your ESD Change Project

Design an assessment tool and approach for assessing significant learning as applied to your ESD Change Project. In this assessment, aim to cover assessment of at least some of the following dimensions of significant ESD learning:

  • Foundational knowledge and systems thinking,

  • Application, including depth inquiry and problem solving,

  • Integration, including different types of knowledge, skills and values,

  • Relationality: human and ecological dimensions,

  • Values and ethics: Caring/ubuntu, and

  • Learning how to learn, including ability to evaluate and review and contribute to change.

Try out the assessment approach and tools that you have designed. Encourage your student teachers and TVET instructors to use the assessment model and approach and to apply it to their ESD practice teaching and TVET instruction. Provide Feedback on the use of the assessment model and approach.

Assignment Guidelines

Format: written assessment 5-6 pages in word/pdf document or ppt slides (6-8 ppt slides)

Length: should include all sections mentioned above. Maximum of 6 pages, or 6-8 ppt slides.

Structure: Your assignment should consist of the ESD assessment tool, the assessment approach, the feedback from student teachers and TVET instructors on the model and approach. The assignment should conclude with your reflections and recommendations how you can improve on your ESD assessment practice. The assignment should show that you have thought through how to assess significant ESD learning in your context of practice.

Once you’ve completed the assignment with your community of practice please submit your Learning Action 4 assignment below. If you have any questions relating the assignment content, structure or have difficulties uploading your assignment please contact us.

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