Assessing for Global Competence

We have talked about what we mean by global competence, but what does assessing global competence look like in different settings? Where does it belong in classroom and teacher assessment? What does assessing for global competence look like for pre-service and in-service teachers? For students? Longview has been supporting the development of this important concept for the past five years.

In many instances, the idea of global competence is embedded in currently existing work. Kent State and the University of Maryland recently worked with NAFSA to apply a global lens to the New Teacher Standards developed by CCSSO and used in most states to assess new teachers.

In other places, new research is underway to further identify and embed what is truly global. Veronica Boix Mansilla at Project Zero is engaged in research identifying and articulating the aspects of truly globally competent teaching in elementary, secondary, and middle school settings.

Within teacher preparation, work supported under a grant to NAFSA led to the development of the My Cultural Awareness Profile (MyCAP) at the University of Connecticut. MyCAP is a tool that explores cultural context and understanding.

We are very interested in this topic — if you have work you are aware of that can contribute to a greater understanding of assessing for global competence, contact us.