Exploration 5: For Teachers

Methods of Assessment

Ongoing Assessment:

Exploring humanitarian law provides teachers with daily opportunities to find out what their learners are learning and what misconceptions they may have. Active pedagogies, such as class discussion, small-group work, brainstorming and role playing all provide such opportunities.

Take five minutes at the end of class to have learners write one or two sentences on the questions: “What did I learn today?” and What questions do I have? Read through the responses and use them to build on learner knowledge and clarify misconceptions for the next lesson.

Portfolio of learner work:

Throughout the module, learners are asked to interview people, take a position on an issue and defend it with examples, illustrate concepts with poems, plays or artwork, or write a research paper on a particular topic in depth.

Keep a folder or portfolio for each learner, with drafts of written work, artwork, interviews, news clippings that they have contributed to class. Periodically go over the learners work with him or her to monitor progress in understanding international humanitarian law.

Post learners’ work on the wall.

End-of-module questions

After Module 5 is completed, you might want to devote the last lesson to a written assessment of what learners have learned. You could do this with one essay question (20-30 minutes) and two or three short-answer questions (10 minutes each).

1. Essay questions: Choose one. (25 minutes)

  • What are some ethical dilemmas that humanitarian workers face? Give examples.
  • Explain the meaning of impartiality and neutrality, and give an example of each.
2. Short-answer questions: Choose two. (10 minutes each)
  • Identify four steps needed to reunite families separated by war.
  • List five ways in which war destroys the normal supports for life.
  • List three things workers need to plan for when providing a camp for a displaced population.
Other questions can be developed by asking learners to formulate questions in small groups and then selecting one of them as the essay question for the whole class. Or you might have each learner propose a question which he or she would then answer on the test. The learner would be assessed on the quality of the question as well as on the answer. You might select a quote from a newspaper article, a sidebar in one of the materials or another source. Ask learners to indicate the major point and whether they agree or disagree with it.

Criteria for assessment:

An effective learner response is one which:
  • uses concepts, such as bystander, combatant, dilemma or chain reaction and other terms and concepts in the materials
  • gives concrete examples to back up points
  • includes examples from a variety of sources, such as the news media, interviews, class discussion, outside reading
The above techniques are simply suggestions to help you assess learner work on the EHL materials. Feel free to adapt them to your needs.

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