5. LESSON EVALUATION IN THE HUMAN RIGHTS CLASSROOM
by Felisa Tibbitts, Human Rights Education Associates
Students need not be exempt from assessment simply because they are taking part in a human rights lesson. However, these evaluations should reflect the multifaceted goals intended for students (intellectual, skill and affective-values development) as well as the diverse pedagogical methods used (individual work, small group work, project work, discussion). Whenever possible, the teacher should not simply give a mark, but include constructive comments that note the strengths of the students' work as well as areas for improvement.
Most educators who teach human rights education use a combination of assessment techniques for capturing these various learning domains and pedagogical methods. A sample marking system that incorporates participation in group work and discussions, results of cooperative projects, and written exercises and tests might look like this:
SAMPLE PLAN FOR MARKS FOR ONE TRIMESTER OF CLASSES (12 lessons)
25% Marks for each group activity (1 per
week)
- 25% participation (assigned individually -- marked through peer and self evaluation)
- 75% group result (assigned to group as a whole-- marked by teacher)
40% Written tests and homework assignments (marked by teacher)
25% Project work (1 per trimester)
- Graded for design, execution, and educational value for the student.
(marked by teacher, and by classmates on basis of oral presentation)
10% Participation and contribution to
classroom discussions
(marked by teacher and classmates)
Most teachers are already familiar with standard assessment techniques, such as administering tests and marking essays. Giving marks for non-traditional classroom activities, such as small group work, is more challenging. Sometimes the teacher does not feel that he or she has sufficient information to assess the participation and cooperative behavior of individual students in group work.
Teachers could allow for student
self-evaluation and constructive peer evaluation. These methods will help to strengthen a
students'
reflective process and encourage more self-direction in learning. When there are
differences between the results of self evaluations, peer evaluation, and the teachers' assessment, these
differences can be discussed and evaluation procedures adjusted.
Below are some sample criteria for appraising small group work. These features can be used as a checklist, or with ratings: 1=good; 2=fair; 3=poor.
Appraisal of work in small groups [1]
keeps the purpose or task in mind
cooperates with other members of the group
works without disturbing others
is courteous to all group members
completes a fair share of the work
helps find ways to improve group work
Examination of other artifacts of students work, such as reports, maps, and artwork, may be done to appraise learning and identify points to clarify in instruction. Comparison of samples gathered at the beginning and end of a term or unit may be used to assess student progress. In cooperative activities, teachers might give marks for individual students but also for whole groups or pairs.
Teachers in human rights education classrooms are often also concerned about how to fairly appraise the affective qualities of students. The teacher might decide to leave a students' personality characteristics and value system ungraded. An alternative is to try to apply the criteria listed below, using the teacher's assessment or the self-evaluation as the basis for marks.
Appraisal of open-mindedness [2]
considers new ideas and activities
tries new ways to do things
puts facts before feelings in discussions
changes conclusion in light of new facts
bases judgments on fairness to everyone
considers all sides of an issue
recognizes stereotypes and prejudice
Self-Appraisal for developing values [3]
How do you rate yourself on the items below?
(A for very good, B for good, C for fair and D for very poor)
respect for others
interest in others
listening to others
sticking to the job
sensitive to others' needs
fair judgment of others
cooperating with others
thinking before acting
being honest
being frank
helping others
admitting errors
Finally, the teacher should always integrate evaluation with instruction. A teachers informal observation of the different learning activities, combined with formal assessments, provide valuable information about the students' use of concepts and expression of attitudes. This information can be the basis for the tailoring of lessons in order to help students reach the many learning goals of the human rights education classroom.
[1] Michaelis, John U. (1988). Social Studies for Children: A Guide to Basic Instruction, 9th edition (Englewood Cliffs: Prentice Hall), p. 388.
[2] Ibid.
[3] Michaelis, John U. (1988). Social Studies for Children: A Guide to Basic Instruction, 9th edition (Englewood Cliffs: Prentice Hall), p. 377.
© Human Rights Education Associates