Report from our Global Education Assessment Symposium: Designing for Impact
On Wednesday, March 30, 2016, the Tang Institute hosted the “Global Education Assessment Symposium: Designing for Impact.” More than 40 educators and practitioners gathered to explore the design, impact, and assessment of global education programs. Following are an overview and the full report that came out of the symposium, along with glimpses into a lively day of discussions and workshops.
by Eric Roland
Precourt Director of Partnerships, Tang Institute
In considering global and local programs, as well as experiential and curricular initiatives, animating questions for our “Global Education Assessment Symposium: Designing for Impact” included:
- How do we understand the impact of our programs?
- How do we design practices that lead to deeper and sustained learning?
- How can we develop flexible frameworks for assessment that help us to continue to improve and refine our programming?
The symposium discussion highlighted compelling shifts and trends in methodology and creative practices that have emerged with respect to assessing the impact of global education. Our full report serves as a compendium of ideas, outstanding questions (captured by participants via Social Q&A throughout the day), and notable resources that surfaced during the symposium. It also invites collaborative and ongoing activity.
Focal points include learning trends within global education, shifting methodologies with respect to learning outcomes and assessment, creative approaches to impact capture, and areas of further exploration in the assessment arena. Participants are encouraged to provide further references, comments, prompts, and insights. We encourage you to read the full report from the symposium for in-depth information.
“Global education provides a snapshot of contemporary society—and offers an opportunity for students to take the pulse of the world in which they live. In essence, we are preparing students to successfully navigate the nuances of economic, political, social, and cultural systems.” –Veronica Boix Mansilla, Principal Investigator for Project Zero, Harvard Graduate School of Education