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Contribution to Book
Assessing global citizenship
Perspectives on Assessment and Evaluation in International Education (2017)
  • Rachel Parker, Australian Council for Educational Research (ACER)
  • Julian Fraillon, Australian Council for Educational Research (ACER)
There are challenges in establishing agreed definitions for some concepts, such as `art' or `social justice', as virtually everyone who approaches these terms has an agenda framed by their values. Herein lies the problem; global citizenship itself is a contested concept that contains other contested concepts, creating an internally unstable, mutable term that seems a shaky foundation upon which to build a framework for assessing student learning outcomes. In this chapter we seek to explore how these difficulties can be overcome in order to enable assessment of global citizenship education. First, we describe global citizenship and its importance in education, followed by a discussion of the rationale for assessing global citizenship, the kinds of measures and tools that have been developed, and what we can learn from them. We conclude that the rationale for designing assessment for global citizenship education has been firmly established; however, innovative teaching and learning calls for innovative assessments which conflate learning dimensions to form the complex items required to assess global citizenship knowledge, skills, attitudes and values. [Author abstract]
  • Behaviour development,
  • Cognitive skills,
  • Competence,
  • Definitions,
  • Educational assessment,
  • Emotional development,
  • Evaluation methods,
  • Generic skills,
  • Global approach,
  • Global citizenship,
  • Interpersonal competence,
  • Social behaviour,
  • Social development,
  • Student assessment
Publication Date
Mary Hayden and Jeff Thompson
John Catt Educational
World Class Schools series
Citation Information
Rachel Parker and Julian Fraillon. "Assessing global citizenship" Melton, WoodbridgePerspectives on Assessment and Evaluation in International Education (2017) p. 61 - 77
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