Real world problems are rarely confined by disciplinary boundaries. Typical of different sustainability issues is that they touch on several different areas of science. To get answers to the questions that issues of sustainability pose, a certain amount of knowledge and skills must be drawn from the different disciplines. These are often quite good to measure with traditional measuring tools. In addition to traditional instruments measuring knowledge and skills, teaching and learning about climate change /sustainability/ sustainable development, also requires a change in values, opinions, and feeling, changes which are much more difficult to measure in students and adults. These aspects cannot be measured by traditional quantitative test methods.

Therefore we have made a compilation of examples of how schools can work to make the immeasurable visible. (for swedish version click here) It contains examples of Concept Cartoons, Questions and problems, Take a stand, Working with feelings. You will also find a text about formative and summative assessment. 

This part of the project is lead by Ann-Catherine Henriksson at Åbo Akademi, Finland.

Formative assessment

In this short film you get some examples on how you can use formative assessment as a tool to improve the students learning and your teaching.