<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>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.</p>
</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.

Identifying Assessment Opportunities in Postgraduate Learning for Sustainability

Discourse and Communication for Sustainable Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"Identifying Assessment Opportunities in Postgraduate Learning for Sustainability"}

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...

Identifying Assessment Opportunities in Postgraduate Learning for Sustainability

Data publikacji: 29 maj 2021

Zakres stron: 151 - 175

DOI: https://doi.org/10.2478/dcse-2021-0011

Słowa kluczowe
education for sustainable development, Master’s courses assessment, competences, pedagogy, postgraduate learning, higher education

© 2021 Jaya Gajparia et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Identifying Assessment Opportunities in Postgraduate Learning for Sustainability

Data publikacji: 29 maj 2021

Zakres stron: 151 - 175

DOI: https://doi.org/10.2478/dcse-2021-0011

Słowa kluczoweeducation for sustainable development, Master’s courses assessment, competences, pedagogy, postgraduate learning, higher education

© 2021 Jaya Gajparia et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Słowa kluczowe
education for sustainable development, Master’s courses assessment, competences, pedagogy, postgraduate learning, higher education