Learning Our Way Forward and How We Might Assess That

Vare, Paul ORCID: 0000-0003-3182-9105 (2022) Learning Our Way Forward and How We Might Assess That. In: Education for Sustainable Development in Primary and Secondary Schools. Sustainable Development Goals . Springer, Cham, pp. 181-190. ISBN 9783031091148

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Abstract

This chapter explores the question of learning outcomes and their assessment in the context of education for sustainable development (ESD). Starting with a brief review of different dimensions of ESD, approaches to curriculum planning and purposes of assessment, the chapter turns to the current tendency to focus on competences, what has been described as the Competence Turn. After looking at the rationale for this focus, the chapter presents an example of a competence framework for educators of sustainable development developed by a European-funded project, A Rounder Sense of Purpose. The chapter goes on to explore the question of assessment in more detail making the distinction between assessment of, for and as ESD. The latter is exemplified by assessment of experiential learning linked to the arts, outdoor education and pupil-led community projects. The chapter concludes by highlighting how meaningful assessment of ESD is only likely to be achieved when rigid school structures shift in response to the need for education to broaden its purpose to embrace sustainability.

Item Type:	Book Section
Uncontrolled Keywords:	Competences; Education for sustainable development; Assessment; Purpose of education; RSP
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education
Divisions:	Schools and Research Institutes > School of Education and Science
Research Priority Areas:	Society and Learning
Depositing User:	Anne Pengelly
Date Deposited:	28 Oct 2022 11:03
Last Modified:	19 Oct 2024 04:15
URI:	https://eprints.glos.ac.uk/id/eprint/11737

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