Identifying Assessment Opportunities in Postgraduate Learning for Sustainability

Gajparia, Jaya, Strachan, Glenn, Vare, Paul ORCID: 0000-0003-3182-9105 and Ferguson, Therese (2021) Identifying Assessment Opportunities in Postgraduate Learning for Sustainability. Discourse and Communication for Sustainable Education, 12 (1). pp. 151-175. doi:10.2478/dcse-2021-0011

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Abstract

This paper offers a rationale for how ESD related learning at postgraduate level can be assessed. It proposes a framework for evaluating whether assessments in Master’s level programmes align with the pedagogical approach of Education for Sustainable Development (ESD). If assessment is to contribute to the overall learning process, then the nature of the assessment should reflect the pedagogy, values and principles associated with ESD. Utilising an Appreciative Inquiry model, existing models of competences for sustainable development have been used to develop the framework. The framework is not aimed at the performance of the students; rather, it is applied to the course itself to identify if assessment opportunities are in keeping with an ESD approach. The framework is applied to three examples from Master’s programmes, with which the authors are affiliated in England and Jamaica. The findings identify key characteristics that should feature in assessing learning for sustainability. The framework enabled the authors to gauge the extent to which their assessment regimes are in line with the aims, purpose and content of their programmes. While the examples cited are from the field of education, the framework can be applied to any Master’s programmes containing elements of sustainable development.

Item Type: Article
Article Type: Article
Uncontrolled Keywords: Education for sustainable development; Master’s courses; assessment; competences; pedagogy; postgraduate learning; higher education
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Schools and Research Institutes > School of Education & Humanities > Education
Research Priority Areas: Learning and Professional Contexts
Depositing User: Anne Pengelly
Date Deposited: 01 Jun 2021 18:46
Last Modified: 07 Jun 2021 11:30
URI: http://eprints.glos.ac.uk/id/eprint/9769

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