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E. Michalopoulou et al.
3.1 Assessment
Students are assessed on their learning through the submission of two assignments:
first, a group project (groups consist of three to five members) and second, a reflective portfolio that evaluates how and what they learned. These evaluate their understanding and critical thinking in relation to the SDGs and local or global challenges.
The reflective report is made up of three elements: two workshop learning statements;
reflections on the future; and a blog article on a SD theme of their choice.
The aim of the reflective part of the portfolio is to assess:
• How well students have understood and applied the key concepts taught on the
unit, and whether they have drawn from several disciplines in their answers.
• Whether the student has engaged in constructive discussion with other students
within the unit’s workshops.
• How much students have understood and thought creatively about the potential
applicability of the concepts covered in the unit to both their own future and the
futures of those who study their discipline.
The aims of the group project element of the portfolio are to assess:
• The students’ ability to apply the concepts from different disciplines introduced
in the unit to a specific case study of a SD challenge.
• The ability to collaborate with others, particularly with students from other
backgrounds, experiences, and educational disciplines.
• The ability to analyse and critically evaluate potential ways forward, drawing on
resources external to the core materials of the course.
Each student submits an individual feedback form, where they outline what and
how much they contributed to the report, as well as how much they thought was
contributed by their peers. These feedback forms are useful for the teaching team
while marking, as well as for the students: it encourages them to reflect critically on
how individuals can work cohesively, what barriers there are to collaborative working
and how individuals might be encouraged or held to account.
4 Evaluation
Evaluation of the SDU considered the student learner voice, HPTs who contributed
to delivery on the unit, and internal reviews with the unit directors and support team.
Both quantitative and qualitative questions were posed to students and HPTs. The
results of all feedback were shared with unit directors and senior project staff and
used to inform future improvements on the design of the units. The design of the end
of unit feedback form was altered significantly from the first to the second run in
order to accommodate new avenues of interrogation that emerged from continuous
improvements and refinement of both content and teaching approaches.
E. Michalopoulou et al.
3.1 Assessment
Students are assessed on their learning through the submission of two assignments:
first, a group project (groups consist of three to five members) and second, a reflective portfolio that evaluates how and what they learned. These evaluate their understanding and critical thinking in relation to the SDGs and local or global challenges.
The reflective report is made up of three elements: two workshop learning statements;
reflections on the future; and a blog article on a SD theme of their choice.
The aim of the reflective part of the portfolio is to assess:
• How well students have understood and applied the key concepts taught on the
unit, and whether they have drawn from several disciplines in their answers.
• Whether the student has engaged in constructive discussion with other students
within the unit’s workshops.
• How much students have understood and thought creatively about the potential
applicability of the concepts covered in the unit to both their own future and the
futures of those who study their discipline.
The aims of the group project element of the portfolio are to assess:
• The students’ ability to apply the concepts from different disciplines introduced
in the unit to a specific case study of a SD challenge.
• The ability to collaborate with others, particularly with students from other
backgrounds, experiences, and educational disciplines.
• The ability to analyse and critically evaluate potential ways forward, drawing on
resources external to the core materials of the course.
Each student submits an individual feedback form, where they outline what and
how much they contributed to the report, as well as how much they thought was
contributed by their peers. These feedback forms are useful for the teaching team
while marking, as well as for the students: it encourages them to reflect critically on
how individuals can work cohesively, what barriers there are to collaborative working
and how individuals might be encouraged or held to account.
4 Evaluation
Evaluation of the SDU considered the student learner voice, HPTs who contributed
to delivery on the unit, and internal reviews with the unit directors and support team.
Both quantitative and qualitative questions were posed to students and HPTs. The
results of all feedback were shared with unit directors and senior project staff and
used to inform future improvements on the design of the units. The design of the end
of unit feedback form was altered significantly from the first to the second run in
order to accommodate new avenues of interrogation that emerged from continuous
improvements and refinement of both content and teaching approaches.