ALiCE Self-Assessment Test

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.

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

Phase 1 | Feedup: setting up clear learning objectives
Q1. I formulate and share learning objectives, results, trajectories and/or expectations for citizenship education.
I never do this I always do this
Q2. I formulate and share criteria for success on tasks related to citizenship education.
I never do this I always do this
Q3. I discuss learning objectives and learning trajectories with students. Suggestions of students are hereby taken into account.
I never do this I always do this
Q4. I present learning objectives during my lessons and on assignments.
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Phase 2 | Gathering data
Q5. I bring variation in assessment on citizenship competences through observation, tests, reflections, spoken and written feedback...
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Q6. I reflect upon how I measure the progress of the students in citizenship competences according to the clear assessment-criteria of the previous phase.
I never do this I always do this
Q7. I let students assess themselves and each other.
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Q8. I schedule time to analyze, measure and observe my students, interactions and their reactions.
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 progress, talents and/or growing opportunities of pupils/future citizens.
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Q10. ...I use digital tools or a digital learning environment to analyze answers, results and assignments of students.
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Q11. ...I let students reflect on the goals they achieved and goals they did not achieve yet.
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Q12. ...I am able to assess the criteria formulated in Phase 1.
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Phase 4 | Communicating about learning trajectories
Q13. I schedule time to communicate about learning trajectories, assignments, learning results, ...
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Q14. I communicate and give feedback to students about the analysis of my assessments/collected data.
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Q15. I make sure that students are given the opportunity to discuss their own and others' assessment in a safe and respectful way.
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Q16. I make sure that students have a good view on their overall learning trajectory.
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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.
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Q18. I make sure that students know what is expected of them as future citizens.
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Q19. I make sure that students are 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.
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Q20. I make sure that students comprehend that being a European citizen demands a process that is never finished, a quest of lifelong learning.
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