ALiCE Self-Assessment Test

The test contains 20 questions across 5 phases. It typically takes around 2-3 minutes to complete.

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Our Self-Assessment Test, or SAT, is a quick way to address your current teaching and assessment practice in Citizenship Education, get some insights and trigger a self-reflection process. The SAT is broadly based on based on the model of feedback for learning (Hattie and Timperley, 2007), with a number of follow-up modifications, including by ALiCE's academic team.

The results may invite you to further explore some aspects of your practice and to make meaningful improvements. Upon completion, you will be able to download and save your full answers and results.

Phase 1 | Feed-up: setting up clear learning objectives
Q1. I formulate and share learning objectives and expectations for each class that I teach in citizenship education. In doing so, I take feedback and suggestions of students into account.
I never do this I always do this
Q2. I formulate and share clear and measurable criteria to achieve the learning objectives.
I never do this I always do this
Q3. I continuously show and refer to learning objectives during my lessons and on assignments.
I never do this I always do this
Q4. I discuss good and bad examples that address and support learning objectives.
I never do this I always do this
Phase 2 | Gathering data
Q5. I use a variety of relevant assessment methods like observation, tests, reflections, spoken and written feedback, etc.
I never do this I always do this
Q6. I value the assessment of the learning process as much as the assessment of learning outcomes.
I never do this I always do this
Q7. I encourage my students to assess themselves and each other.
I never do this I always do this
Q8. I schedule time to analyze the student data from different assessment methods.
I never do this I always do this
Phase 3 | Analyzing the data
With the collected data from Phase 2:
Q9. I am able to identify opportunities in which my students can grow as citizens.
I never do this I always do this
Q10. I am able to identify talents and strengths of my students as citizens.
I never do this I always do this
Q11. I use tools and resources (digital or non-digital) to get access to insights, analyses of students' individual and class outcomes.
I never do this I always do this
Q12. I will get insight in my practice as a teacher and act accordingly.
I never do this I always do this
Phase 4 | Communicating about learning trajectories
Q13. I communicate and give feedback to students about the analysis of my assessments/collected data.
I never do this I always do this
Q14. My feedback makes my students reflect and think about their learning trajectory (opportunities to grow and strengths/weaknesses).
I never do this I always do this
Q15. Students have a good view on their overall learning trajectory.
I never do this I always do this
Q16. Students are given the opportunity to discuss their own and others’ assessment in a safe and respectful way.
I never do this I always do this
Phase 5 | Acting consequently, adapting learning (feedforward)
Q17. I look forward with students to the next steps in the learning trajectory. Students get a view of what they have to do next and how to work on this.
I never do this I always do this
Q18. I offer opportunities to differentiate the learning trajectory of my students.
I never do this I always do this
Q19. I make students aware of the measures, next steps that are taken in support of their learning trajectory. They can offer ideas for these next steps and support.
I never do this I always do this
Q20. I make sure students comprehend that being an active citizen demands a process that is never finished, a quest for lifelong learning.
I never do this I always do this