This chapter will demonstrate practical learning activities that student teachers and experienced practitioners can develop within their subject specialist pedagogy. It will highlight how to design activities to assess knowledge of sustainability issues, either initially or formatively, as they introduce Education for Sustainable Development into their practice. It will promote the idea that assessment can be a useful springboard from which to encourage students to explore their own values, rather than a finite measurement of knowledge alone. It will also explore Boud′s (2000) concept of sustainable assessment as a holistic approach to develop lifelong learning skills, such as self-reflection and critical thinking, and encourage assessment tasks that go beyond measurement of learning to become part of the learning experience and nurture skills for future learning.
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↑ https://link.springer.com/chapter/10.1057/978-1-137-51911-5_6