WorldWise
Global Schools
Self-Assessment
Tool
Facilitator’s Guide
WorldWise Global Schools
Kingsbridge House
17-22 Parkgate Street
Dublin 8
www.worldwiseschools.ie
[email protected]
01 685 2078
Introduction
Dear Project Facilitators,
This Self-Assessment Tool (SAT) has been designed to help you track and measure the learning arising from development education (DE) projects in your
school. However, it is worth noting that these activities can be adapted for use in other evaluation processes which take place in your school. Content
can be changed easily to capture different measures, so feel free to use this tool in many different ways.
The self-assessment is done in two stages:
• At the very beginning of your project with a short activity (10-15 minutes) to gauge the starting point of participants.
• At the very end of your project during your final debriefing session (10-30 minutes, depending on the inclusion of optional steps).
We encourage you to read this guide carefully and take time to become familiar with the various steps. In preparation, you will need to generate sufficient
copies of the worksheet required to run the activity. We have provided both the student and teacher versions of this worksheet as inserts to facilitate
photocopying.
If you have any questions or concerns about the evaluation process, please do not hesitate to contact either a WWGS Project Officer or the Grants and
Finance Officer by phone or email. Contact information for all staff is available on our website (www.worldwiseschools.ie).
IMPORTANT: If you are a WWGS Grantee, the data collected during the evaluation process should be collated by you and summarized in your Final
Report to WorldWise Global Schools. All documents produced by participants should then be retained on file.
Your cooperation in completing this evaluation process is appreciated. Thank you for your contribution to DE!
WWGS Team
Guide to Self-Assessment Tool
SESSION ONE: DE Wheel Part 1 (Duration: 10-15 minutes)
When: Beginning of Project.
Context: This activity is the first step in the two-step evaluation process. It takes place during at the very beginning of your project – ideally before you
even start to cover content. It is a subjective self-evaluation of where students and teachers “are” at this point in their learning. At the end of the project
during the final debriefing, participants will be able to look back at where they placed themselves at the beginning of your project.
Objective: To generate baseline data with respect to participants’ knowledge, skills, values & attitudes, and capacity for action. This baseline data will be
compared to data generated by the end-of-project DE Wheel. You may also find it useful as a needs-assessment tool.
Materials:
• DE Wheel 1 [p. 3] for each participant (NB: This should be a DOUBLE SIDED COPY with DE Wheel 2 [p. 7] on the back. A template for printing has
been provided as an insert to this guide).
• Pencils for everyone.
STEP 1: Introduction (1 min).
Explain that the goal of this activity is to get a general idea of the current level of knowledge, skills, values and attitudes, and capacity for action amongst
the group.
Note: There are four main categories of DE which WWGS seeks to measure change in, namely:
1 - Knowledge, 2 - Skills, 3 - Values and Attitudes, 4 - Action
These four categories will be divided into learning objectives (see the example on p 3), which you are responsible for selecting prior to the beginning of your
student project. We have provided some suggested learning objectives for students and a brief description of each one on p 4, but you are not obliged to
use these. If you wish to use learning objectives that differ from the suggestions, please devise them in consultation with a member of the WWGS team.
If your project involves teachers, please use the teacher version of this tool, which is provided as an insert to this guide. The teacher version of this tool
specifies mandatory learning objectives that WWGS seeks to measure across all teachers engaged with DE (i.e. only the student version of this tool can
be customised).
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WorldWise Global Schools
Note that some of these concepts may be viewed differently by different people and different countries, so if you feel it necessary to explain, simplify,
adapt or translate them, please do. The important thing is for participants to become aware of their starting point with these areas of learning so that
they can evaluate the progress they make during your project. You can also decide if you want to present the four categories in detail, or whether it’s
better to let them evaluate themselves in accordance with their own perceptions and understanding of what each term means.
STEP 2: Complete the wheel (10-15 min).
Explain that the wheel on the worksheet has four spokes: Knowledge, Skills, Values & Attitudes, and Action. On the student version of this worksheet,
each of these are given a separate table with space for you to specify the learning objectives you wish to list under each category. Remember to fill these
in prior to photocopying the worksheet!
Invite participants to complete their worksheet as follows:
• Fill out the column ‘starting score’ in each of the four tables, indicating where they are NOW in relation to each learning objective on a scale of 0 to
5 (0 being ‘does not know about it’ and 5 being ‘knows a great deal about it’). If they want to add something else they feel is important in relation to
‘knowledge’, ‘skills’, ‘values and attitudes’ or ‘action’ they can do so in the ‘other’ section of each table (i.e. if your project is about climate change
and a student wants to learn about something about the impact of melting glaciers upon coastal communities, s/he would write ‘impact of melting
glaciers’ in the ‘other’ section of the Knowledge table).
• Calculate the average score for each table by adding up all the scores on each row and dividing the total by the number of rows. For example, the
Knowledge Table may have four rows. If participants decide to add one item to the ‘other’ row, the number increases to 5. They must therefore divide
the sum of this table by 5.
• Circle the average score from each table on the corresponding spoke of the DE Wheel 1.
• Finally, draw lines to connect the average scores to form a quadrilateral. This quadrilateral represents their ‘NOW’ profile – where they currently stand
(or think they stand) in relation to the learning objectives of your project.
If you decide to simply give the wheels to participants and have them fill it out without discussing or explaining the terms as a group, this should take between 10-15 minutes. If you feel that many of these concepts will need to be clarified or even discussed as a group, plan to take an entire class period.
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Wheel 1
Self-Assessment Tool Student Version
Name:
Project:
Skills Table
Knowledge Table
Teamwork
Presentation skills
Reflection
Writing effective arguments
3
4
1.5
2.5
5
2.75
4
Knowledge
Human rights
Knowlegde of my country
Knowledge of global South
Causes of global poverty
Other
Table Average:
11 ÷ 4 =
Starting
Score
*0 means this is something you don’t know anything about
or have never heard of.
5 means this is something you know a great deal about.
Values & Attitudes Table
Table Average:
4
3
2.5
2.5
12 ÷ 4 =
3
*0 means this is something you think is not important.
5 means this is something you think is very important.
4
3
2
Values & Attitudes
1
1
Table Average:
11 ÷ 4 =
2.75
Action Table
1
1
3.5
2.5
2
3
*0 means this is something you feel you have no ability to do.
5 means this is something you feel you are very good at.
2
2
3
Other
3
Action
Respect
Fairness
Active citizenship
Responsibility
Other
5
Starting
Score
Starting
Score
Skills
2
3
4
5
I organise/participate in special
awareness events
I take individual action to bring
about change
Starting
Score
1.5
2
4
5
Other
Table Average:
3.5 ÷ 2 =
1.75
*0 means this is something you never think of or try to do.
5 means this is something you always try to do.
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WorldWise Global Schools
Some SUGGESTED learning objectives for the student version of this tool are:
My level of knowledge related to:
• human rights and human dignity
• knowledge of my country (the country I come from)
• knowledge of the global south
• fairness/equity (understanding that inequalities and injustice exist which are based on beliefs, behaviours and structures)
• causes and consequences of global poverty and underdevelopment (economic, political, social or environmental)
My level of competency related to the following skills:
• reflection / critical thinking (my wish to learn about myself and about others, to question what and why I think certain things, and to look for
information from a variety of perspectives)
• teamwork (my capacity to work with other people, respect their points of view, negotiate their positions, collaborate positively, etc)
• presentation skills (my capacity to facilitate a discussion or an activity, to manage a group, share knowledge, etc)
• dealing with difference (“healthy conflict”) / challenge viewpoints that I disagree with (racist or derogatory statements)
• learning by myself or ‘learning to learn’ (understand my own learning style and how to facilitate my own learning)
My values and attitudes, related to:
• respect (for myself and others. Adopt a respectful attitude that promotes dialogue and mutual understanding).
• fairness/equity (my belief that extra support should be provided to people who need it so that everyone has the same chance to succeed)
• taking initiative
• active citizenship
• a sense of belonging and social responsibility (solidarity)
My capacity for taking action:
• I participate in campaigns run by Community and International Development Organisations (collective action)
• I think about my actions and change the way I live (i.e. the things I buy, use, eat) so that people are not negatively affected by my choices (individual
action)
• I organise/participate in special awareness events (initiative)
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Guide to Self-Assessment Tool
SESSION TWO: DE Wheel Part 2 (DURATION: 10-15 minutes, without optional steps)
When: At the very end of your project during a final debriefing or review session.
Materials:
• A flip chart with an empty Wheel
• The Wheel 1 worksheet completed by participants at the very beginning of your project (Wheel 2 should be printed on the opposite side of this page).
• Pencils/pens for everyone
Preparation:
On a flip chart or erasable marker board, write down the following instructions:
Based on what you have learned since the beginning of the project, fill in the rows of each table using a scale of 0 to 5, with 0 meaning zero learning and
5 meaning an enormous amount of learning. Indicate the average of each table on the corresponding spoke of Wheel 2.
STEP 1: Explain the goal of the exercise.
The goal of the exercise is for participants to evaluate their progress in relation to each of the learning objectives.
Give participants back their DE Wheel page and instruct them not to look at DE Wheel 1.
STEP 2: Complete DE Wheel 2 (10 min).
Ask the group to follow the instructions on the flip chart:
“Based on what you have learned since the beginning of the project, fill in the rows of each table using a scale of 0 to 5, with 0 meaning zero learning and
5 meaning an enormous amount of learning. Indicate the average of each table on the corresponding spoke of DE Wheel 2.”
The participants then complete Wheel 2 and connect the average scores on each spoke of the wheel with a solid line, creating a quadrilateral.
Note: You may have to explain certain words.
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STEP 3 (OPTIONAL): Comparison with Wheel 1 (10-15 min).
NB: This step may confuse younger students and may be time-consuming for the facilitator. As such, it is not required.
Have participants turn over the page and compare their Wheel 1s with their wheel 2s. Participants study their Wheel 1s to see if their original assessment
of each component was accurate. Was their original assessment as depicted on Wheel 1 accurate? If their score on Wheel 1 needs to be changed, the
participants can revise their score. Students may wish to revise original scores if they did not understand a learning objective correctly at the beginning
of the project (i.e. a student rated their ‘knowledge of the global south’ as 4 in September when they believed global south meant southern hemisphere).
If a participant changes a score, s/he must re-calculate the table average and draw a new quadrilateral with a dotted line on Wheel 1.
STEP 4: Transposition of Wheel 1 to Wheel 2 (5 min).
Invite participants to transpose the quadrilateral from Wheel 1 (revised version if Step 3 was used) to Wheel 2 with a dotted line to measure their progress by comparing it with the solid line from Step 2, which indicates the level that they have achieved at the end of your project. For an example of this,
please see p. 7.
STEP 5 (OPTIONAL): Forming groups (20-25 min).
Participants must now move around the room to find other people who have wheels which look the most like theirs in terms of the progress made (i.e., in
terms of the difference between the starting and finishing points). Explain that they must now choose a name to represent their group.
Give the subgroups time to discuss their similarities and choose their name.
Together with the larger group, participants then discuss what they see. What are the most significant areas of learning? Why? What are the weakest
areas of learning? Why?
STEP 6: Collect all completed wheels and average scores by category for both Wheel 1 and Wheel 2 using the SAT calculation tool. An example of the
calculation tool has been provided on p 8 of this guide and the tool itself can be downloaded from our website or found in your grantee welcome pack. If
you are a WWGS grantee, transfer these averages to your Final Report (completed online using your WWGS User Account).
***Save the worksheets and retain them for reference should your project be reviewed to ensure project quality. You can also attach the
SAT Calculation Tool to your WWGS Final Report, which must be submitted online through your WWGS User Account. ***
6
Wheel 2
Self-Assessment Tool Student Version
Name:
Project:
Skills Table
Knowledge Table
Teamwork
Presentation skills
Reflection
Writing effective arguments
4.5
4
3.8
3.5
5
3.95
4
Knowledge
Human rights
Knowlegde of my country
Knowledge of global South
Causes of global poverty
Other
Table Average:
15.8 ÷ 4 =
Final
Score
*0 means this is something you don’t know anything about
or have never heard of.
5 means this is something you know a great deal about.
Values & Attitudes Table
Table Average:
4
3
3
3
13 ÷ 4 =
3.25
*0 means this is something you think is not important.
5 means this is something you think is very important.
4
3
2
Values & Attitudes
1
1
Table Average:
13.5 ÷ 4 =
3.4
Action Table
1
1
4
3.5
3
3
*0 means this is something you feel you have no ability to do.
5 means this is something you feel you are very good at.
2
2
3
Other
3
Action
Respect
Fairness
Active citizenship
Responsibility
Other
5
Final
Score
Final
Score
Skills
2
3
4
5
I organise/participate in special
awareness events
I take individual action to bring
about change
Final
Score
3
3
4
5
Other
Table Average:
6÷2=
3
*0 means this is something you never think of or try to do.
5 means this is something you always try to do.
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WorldWise Global Schools
WWGS SAT -­‐ Final Report Calculation Tool ***EXAMPLE. Electronic version of tool available on WWGS website and included in Grantee Welcome Pack.***
1. Transfer the averages from each table on Wheel 1 and Wheel 2 for each participant to the corresponding column on this tool. The column averages and summary table information below should calculate automatically. 2. If a WWGS Grantee, attach this tool to your Final Report (completed online using your WWGS User Account) and transfer the average of each column to the corresponding field in Section 6 of same (Project Results). Participant
Knowledge: Wheel 1
Skills: Wheel 1
Action: Wheel 1
Values/Attitudes: Wheel 1
Knowledge: Wheel 2
Skills: Wheel 2
Action: Wheel 2
Values/Attitudes: Wheel 2
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
2.5
3
3.7
2.9
2.5
3
3.7
2.9
2.9
2.9
3.7
2.9
2.5
3
2.9
2
3
1.5
3
2
3
1.5
3
3
3
1.5
3
2
3
3
3
2
1
1.5
3
2
1
1.5
1.5
1.5
1
1.5
3
2
1.5
3.5
4
2.5
3.8
3.5
4
2.5
3.8
3.8
3.8
2.5
3.8
3.5
4
3.8
3.5
3.5
4.2
2.6
3.5
3.5
4.2
2.6
2.6
2.6
4.2
2.6
3.5
3.5
2.6
3
4
3.2
3.4
3
4
3.2
3.4
3.4
3.4
3.2
3.4
3
4
3.4
3
2.5
3
1.5
3
2.5
3
1.5
1.5
1.5
3
1.5
3
2.5
1.5
4
4
3.5
4.2
4
4
3.5
4.2
4.2
4.2
3.5
4.2
4
4
4.2
Average:
3.00
2.50
1.80
3.52
3.28
3.40
2.30
3.98
Knowledge
Summary Skills
Values & Attitudes
Action
8
Baseline
3.00
2.50
1.80
3.52
Final 3.28
3.40
2.30
3.98
% Growth
6%
18%
10%
9%
Guide to Self-Assessment Tool
OPTIONAL ACTIVITY: Most Important Learning (DURATION: 20-30 minutes)
This activity generates qualitative information that is specific to your project. If you do choose to use this activity, we recommend running it before you
do DE Wheel 2, as it is an excellent way of reviewing what participants have learned through your project.
Materials Required:
• 4 cards per person – 1 for each Area of Learning (template of 4 cards per page. Photocopy template included on the final page of this guide.)
• Pencils/pens for everyone
• Six flip charts: one for the illustration of the sample card, one for the list of project components (see step 4), and one for each area of learning (x 4)
Preparation:
• On one flip chart, draw a sample Most Important Learning card (see template on p 12) and the key question:
What is the most important learning for me during this project?
• At the top of four separate flip charts, write each Area of Learning (Knowledge, Skills, Values & Attitudes, and Action) and place them around the
room.
STEP 1: Introduction (1 min).
Explain that the goal of this activity is to help participants think about the most important things they learned during this project and what contributed to
this learning.
STEP 2: Introduce the Areas of Learning (2 min).
Explain the four categories of learning which are posted around the room: knowledge for what you know, values and attitudes for what you feel, skills
for what you can do, and action for steps you can take to affect change. Explain the difference between Skills and Values & Attitudes. For example,
having an open mind is an attitude or value, while being able to communicate effectively, deliver a presentation, being a good listener, and collecting and
analysing information are skills.
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WorldWise Global Schools
STEP 3: Distribute cards and ask participants to write down what they learned (10 min).
Give four Most Important Learning cards (one for each area of learning) and a pen to each participant. Give them a few minutes to look at each card and
explain that they will be collected after the exercise, so it is important to write legibly. Depending on your group, you may wish to explain some of the
terminology.
Invite participants to write their name and your project title in the section provided at the top of each card.
Ask each person to write one of the most important things that they learned during on the project related to the area specified on each card (one learning
per card). For your own reporting after this activity, you can also ask them to write down key words from this lesson on the back of the card, but this is
not required. Note that some participants may not be able to come up with a ‘most important learning’ for every card. This is okay!
STEP 4: Identify the major components of your project that contributed to learning (5 min).
Invite participants to brainstorm the factors that helped them to learn during the project. Record their responses on a white/blackboard or flipchart sheet.
Alternatively, have this list prepared in advance and ask participants to supplement it with anything you missed.
Ask each participant to choose the two factors or activities from the list generated and and write these on the lower part of each card in the order of the
priority that they contributed to their learning.
STEP 5: Share and discuss the lessons learned (+/-20 min, depending on group size).
Have participants move around the room and place each of their most significant learning cards on the flipchart that corresponds to the area of learning
(i.e. ‘Most Significant Learning – KNOWLEDGE’ card on the ‘KNOWLEDGE’ flipchart.)
Once all the cards have been placed on the Areas of Learning flipcharts:
• Discuss the distribution of learnings on the parts of the body. Are there are more cards on some flipcharts than on others? If so, what does this
mean? Record their comments on a flip chart or a piece of paper.
• Discuss the contributing factors. Are there some factors/activities of your project that appear more often than others? Are there any factors/activities
of the project that were not named? If so, what are they and why were they not named? Record the comments on the flip chart or on a piece of
paper.
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Guide to Self-Assessment Tool
STEP 6: Collect the cards and the flip charts. Summarize the information and use it to answer questions about the most significant learnings of your
project in your WWGS Final Report.
If possible, take a photo of the distribution of the cards on the Areas of Learning flipcharts before collecting them and gather up the notes made during
the exercise – especially those made during the analysis.
***Save the cards and the flip charts and be sure to retain them for reference should your project be reviewed to ensure project quality. You can
also attach them to your WWGS Final Report, which must be submitted online through your WWGS User Account. ***
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WorldWise Global Schools (WWGS)
Irish Aid’s WorldWise Global Schools is the national programme of support for Development Education at post-primary level. It is a one-stop shop of
funding, resources and guidance for post-primary schools to engage in Development Education.
The WorldWise Global Schools programme provides a range of supports for development education initiatives at post-primary level.
It is envisaged that WorldWise Global Schools will contribute to increased knowledge and understanding of global justice issues and increased engagement
and action by students as active global citizens.
WorldWise Global Schools
Kingsbridge House
17-22 Parkgate Street
Dublin 8
www.worldwiseschools.ie
[email protected]
01 685 2078