0. GLP-W and PISA 2018

1. 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"

2. 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.

3. 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.

5. 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

6. 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.

7. 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

8. 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.

9. 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.