RCE London - 2018

Meaningful assessment as ESD pedagogy in HE
Basic Information
Title of project : 
Meaningful assessment as ESD pedagogy in HE
Submitting RCE: 
RCE London
Contributing organization(s) : 
London South Bank University
University of East London
University of Gloucester
Seed (Sustainable Environmental Education NGO)
Potentially most/ all European RCEs (the purpose of this request is in order to share ideas about this project, get feedback from RCE colleagues and invite them to join us.
Focal point(s) and affiliation(s)
Name: 
Dr Glenn Strachan
Organizational Affiliation: 
London South Bank University
Format of project: 
Manuscript
Language of project: 
English
Date of submission:
Thursday, September 13, 2018
Additional resources: 
Research funding from London South Bank University
Geographical & Education Information
Region: 
Europe
Country: 
United Kingdom
Address of focal point institution for project: 
London South Bank University, 103 Borough Rd London SE1 0AA
Ecosystem(s):

Target Audience:
Description of sustainable development challenge(s) in the area the project addresses: 
The challenge of quality, effective, transformative ESD to enable and promote sustainable livelihoods and societal transformation.
Contents
Status: 
Ongoing
Period: 
June, 2018 to November, 2018
Rationale: 
ESD is in part defined by its pedagogical approach to education, which includes the approach and models associated with the assessment of learning. While progress has been made on developing and delivering courses related to ESD in HE, the drivers for the models of assessment in HE courses are often dominated by the administrative needs of the HE institution and can be in conflict with the principles that underpin ESD. This research project is an initial step in exploring the existing understanding in this area and identifying the requirements for further research around ESD and assessment.
Objectives: 
Review existing research into models of assessment as learning in HE and identify gaps in relation to ESD and assessment

Draft a proposal for a larger research project into ESD and assessment in HE
Activities and/or practices employed: 
Desk-based research and collaborative report writing in the first stage
Size of academic audience: 
Potential to reach all ESD academics
Key messages: 
If ESD is to be successfully implemented in HE as part of achieving SDG 4, assessment of learning needs to reflect the pedagogical principles of ESD.
Relationship to other RCE activities: 
It connects with other HE projects in the London RCE and will be relevant to HE institutions in other RCEs.
Funding: 
Funding is from a research budget at London South Bank University, which is a partner of the London RCE.
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 1 - End poverty in all its forms everywhere 
Indirect
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture 
Indirect
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
Indirect
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
Direct
SDG 5 - Achieve gender equality and empower all women and girls 
Indirect
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all 
Indirect
SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialisation, and foster innovation 
Indirect
SDG 10 - Reduce inequality within and among countries 
Indirect
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable 
Indirect
SDG 13 - Take urgent action to combat climate change and its impacts 
Indirect
SDG 16 - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 
Indirect
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Indirect
Theme
Traditional Knowledge  
Indirect
Curriculum Development 
Direct
Global Action Programme (GAP) on Education for Sustainable Development – Priority Action Areas
Priority Action Area 1 - Advancing policy 
Indirect
Priority Action Area 2 - Transforming learning and training environments 
Indirect
Priority Action Area 3 - Building capacities of educators and trainers 
Direct
Priority Action Area 4 - Empowering and mobilizing youth 
Indirect
Priority Action Area 5 - Accelerating sustainable solutions at local level 
Indirect