GRAVEDAD DEL BUQUE
8. CONCEPTOS BÁSICOS DE LA PROPULSIÓN DE LA PROPULSIÓN
ASSESSMENT!IN!CCE!
PURPOSE:!GIVING!FEEDBACK!FOR!DEVELOPING!CHARACTER!AND!CITIZENSHIP!
APPROACH:!STUDENT!CENTRIC!AND!WHOLE!SCHOOL!APPROACH!
Self< assessment! is! an! important! part! of! any! assessment! –!it! helps! learners! to! feel! empowered! and! to! become! more!
reflective!and!autonomous.!Self<assessment!encourages!students!to!reflect!on!their!learning!and!make!conscious!effort!to!
improve.!
STRATEGIES:!
• Reflection!
• Journal!writing!
TOOLS:!
• Checklists!
• Rubrics!
• Journals!
• Behavioural!indicators!
!!
Peer!assessment!is!the!process!of!students!giving!formative!feedback!to!each!other.!Students!learn!that!they!have!to!be!
sensitive!about!the!kind!of!feedback!they!give!others!and!learn!how!to!communicate!with!their!peers!in!non<judgemental!
ways.!These!are!important!21st!century!competencies!that!we!hope!to!imbue!in!our!students!as!well.!
STRATEGIES:!
• Peer<to<peer!!questioning!
• Observations!by!peers!
• Co<operative!learning!
• Collaborative!learning!
• Circle!processes!
TOOLS:!
• Checklists!
• Rubrics!
• Behavioural!indicators!
!
Teachers'! views! of! students! will!always! be! important! in! giving! both! summative!and! formative! feedback! –!they! spend! a!
considerable!amount!of!time!with!students,!and!have!a!good!understanding!of!what!they!are!trying!to!achieve.!Feedback!
that!focuses!on!learning!can!help!students!to!understand!their!progress,!identify!the!challenges!they!are!experiencing!and!
suggest!how!they!can!further!improve!in!various!aspects.!
.! STRATEGIES:!
• Questioning!to!clarify!
• Observations!by!teachers!
• Teachable!moments!
• Circle!processes!
TOOLS:!
• Checklists!
• Rubrics!
• Behavioural!indicators!
• Holistic!report!card!
!
35!
SELF- ASSESSMENT PEER - ASSESSMENT TEA CHERS’ ASSESSMENT
61.Ministry of Education, Singapore, 2014 Syllabus, Character and citizenship education, primary, p. 35.
Appendices Page 99
Tool 6: Overview of EDC/HRE teacher competences
62Cluster A
The aims and purposes of EDC/
HRE; value-oriented know-ledge, action-based skills, and change-centred competences
Competence No. 5
The planning of approaches to incorporate EDC/HRE knowledge, skills, dispositions, attitudes and values, in which active learning and student engagement play a major part
Competence No. 10
The learning environment that enables students to analyse topi-cal polititopi-cal, ethitopi-cal, social and cul-tural issues or events in a critical way, using information from differ-ent sources, including the media, statistics and ICT-based resources
Competence No. 13
The evaluation of the extent to which students have a say in things that affect them and the provision of opportunities for stu-dents to participate in decision making
Competence No. 2
The key international frameworks and principles that relate to EDC/
HRE, and key concepts of EDC/
HRE
Competence No. 6
The incorporation of EDC/
HRE principles and practices within specialist subjects (cross- curricular EDC/HRE) to enhance know ledge, skills and partici-pation and contribute to the empowerment of young citizens in a democracy
Competence No. 11
The collaborative work with appropriate partners (such as families, civil society organisa-tions, and community and polit-ical representatives) to plan and implement a range of opportuni-ties for students to engage with democratic citizenship issues in their communities
Competence No. 14
The modelling of positive EDC/
HRE values, attitudes and dispo-sitions that are expected from young people; and a democratic style of teaching, involving students in the planning and ownership of educational activities
62. Council of Europe (2009), How all teachers can support citizenship and human rights education: a framework for the development of competences, p. 19.
Curriculum Development and Review for Democratic Citizenship and Human Rights Education Page 100
The content of EDC/HRE curricula, encompassing the political and legal; social and cultural; eco-nomic; and European and global dimensions
Competence No. 7
The establishment of clear ground rules and a sustained climate of trust, openness and mutual respect. Classroom and behaviour management recog-nise EDC/HRE principles in order to ensure positive school ethos
Competence No. 12
The strategies to challenge all forms of prejudice and dis-crimination, and promotion of anti-racism.
Competence No. 15
The opportunity and will to review, monitor and evaluate teaching methods and students’
learning and use of this assess-ment to inform future planning and professional development
Competence No. 4
The contexts of EDC/HRE imple-mentation: cross-curricular approaches; whole-school cul-ture; and community involvement
Competence No. 8
A range of teaching strategies and methodologies – including quality whole-class questioning – to develop student discussion skills, in particular of sensitive, controversial issues
Competence No. 9
The use of a range of approaches to assessment (including student self and peer assessment) in order to inform and celebrate students’
progress and achievements in EDC/HRE
Appendices Page 101
Tool 7: Planning grid for democratic governance of school
63EDC Key Area – or your own chosen area:
What stage do you estimate your school is at in relation to the three EDC Principles?
EDC Principles
Rights and responsibilities (Stage 1, 2, 3 or 4?)
Active participation (Stage 1, 2, 3 or 4?)
Valuing diversity (Stage 1, 2, 3 or 4?) From the point of view of:
Leadership Stage Stage Stage
(briefly describe features) (features) (features)
Students Stage Stage Stage
(features) (features) (features)
Teachers Stage Stage Stage
(features) (features) (features)
Parents Stage Stage Stage
(features) (features) (features)
Community Stage Stage Stage
(features) (features) (features)
63. Council of Europe (2007), Democratic governance of schools, pp. 87-88.
Rights and
responsibilities Active
participation Valuing diversity Action to take
for next stage
Who takes it?
Measures/indi-cators of success
To be reviewed when?
Who reviews it?
Result of review
E
ducation for democratic citizenship and human rights education are vital for peaceful, sustainable and inclusive societies based on respect for the human rights of every person. Effective teaching and learning processes require well-trained teachers, positive learning environments and high-quality learning materials.This is underpinned by education policy, including curriculum development and review, which is the main focus of this book.
The strengthening of education policies in the fields of education for democratic citizenship and human rights lies at the very heart of the efforts of the Council of Europe, the United Nations Educational, Scientific and Cultural Organization, the Office for Democratic Institutions and Human Rights of the Organization for Security and Co-operation in Europe, and the Organization of American States.
These organisations have jointly produced this publication in order to support states’ commitment to fostering citizenship and human rights education and improving access to quality education for all.
UNESCO Publishing
United Nations Educational, Scientific and Cultural Organization
ENG
ISBN 978-92-3-100121-5