GLP-W and PISA 2018

2018 PISA Global Competency Assessment The 2018 PISA assessments will include a new global competency section. PISA defines ‘global competence’ as: "the capacity to analyse global and intercultural issues critically and from multiple perspectives, to understand how differences affect perceptions, judgements, and ideas of self and others, and to engage in open, appropriate and effective interactions with others from different backgrounds on the basis of a shared respect for human dignity"

Dimensions of Global Competence: The ‘knowledge and understanding needed to deal with globalisation and intercultural challenges’ Knowledge and understanding of global issues Intercultural knowledge and understanding Skills: ‘the capacity for carrying out complex and well-organised patterns of thinking or behaviour to achieve a goal’ The attitudes to use knowledge, understanding and skills to produce competent behaviour (including openness, respect, global-mindedness, responsibility for self). Attitudes - structured around values - valuing human dignity and cultural diversity.

Assessment Two key elements: PISA will assess: At what stage in acquiring global competence pupils have reached How effectively their schools address the development of global competence. Cognitive: assessment: test analytical and critical thinking skills knowledge and understanding of global issues Attitudes: assessment: multiple-choice student questionnaire Skills: empathy, flexibility Attitudes: openness, respect, global-mindedness.

The cognitive assessment in PISA 2018 Performance tasks: problem-solving to draw on different types of knowledge and thinking designed to test knowledge, understanding, and analytical and critical thinking in a problem solving context referring to a relevant global or intercultural issue.. students are presented with a case study, and are required to respond to questions that evaluate their capacity to understand the complexity of the case and the multiple perspectives of the diverse actors involved

A typical assessment unit presents: a stimulus case study (in a context ‘familiar’ to 15 year olds), and: multiple-choice items testing students’ level of awareness and understanding of the issue open response items asking students to develop responses based on the evidence in the stimulus and their prior knowledge or experience of the issue.

The student questionnaire Example items include: Foreign languages reading and proficiency, e.g.: in how many languages are you able to ask where the restrooms are Intercultural openness e.g.: I like to be around people from other countries I want to learn how people from other countries see the world Perspective taking e.g.: I try to look at everybody’s side of a disagreement before I make a decision Awareness of global issues e.g.: (how informed are you about) migration, global health

The school questionnaire Example items include: Multicultural school climate/education e.g.: it is best for social cohesion when the school encourages linguistic diversity our school organises multicultural events Attention to global challenges/global competences e.g.: (is there any formal curriculum for) global warming, causes of poverty etc openness to intercultural experiences.

Links with GLP-W and the new curriculum GLP-W aims include: helps pupils understand their role in an interdependent world, exploring ways they can make it more just and sustainable focuses on developing pupils’ global knowledge, understanding and skills, and exploring values. Resources focused on a wide range of global issues, and developing literacy, numeracy and critical thinking School self-evaluation integrating knowledge, skills and values Case studies of how schools have developed global learning CPD programme, e.g. Safe Havens training. New curriculum: ethical, informed citizens of Wales and the world.