Closing: For Teachers

Methods of Assessment

Ongoing Assessment

Exploring Humanitarian Law (EHL) provides teachers with daily opportunities to find out what their students are learning and what misconceptions they might have. Active teaching methods, 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 students write down one-or two-sentence answers to the following questions:

  • What did you learn today?
  • What remaining questions do you have?
  • Read through their responses, and use them to build on students’ knowledge and clarify any misconceptions for the next lesson.

Porfolio of student work

In each module, students are asked to carry out activities such as interviewing people, illustrating concepts with poems, plays or artwork and writing research papers on particular topics.

Keep a folder or portfolio for each student, containing written work, artwork, interviews and news clippings that he or she has contributed in class. Periodically go over the student’s work with him or her to monitor progress in understanding international humanitarian law (IHL).

Post samples of students’ work where all can see.

End of module questions

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

Possible essay questions

  • In what respects did you accomplish the goal of your project?
  • What would you do differently next time?
  • What are the next steps to further the project’s goal?
  • What did you learn about IHL, humanitarian action and community strengths and resources from the experience?

Possible short-answer questions

  • Describe three features of the community that your project aimed to help.
  • How did your project promote human dignity?
  • What did you learn about yourself from the experience?
You could ask students to formulate other questions in small groups and then select one of them as the essay question for the whole class. Or you could ask each student to propose a question and then answer it. (The student would be assessed on the quality of the question as well as on the answer.) Or you could select a quote from a newspaper article, a sidebar in the materials or another source and ask students to identify the main point being made in the quote and whether they agree or disagree with it.

Criteria for Assessment

    An effective student response is one which:

  • Uses concepts, such as bystander, combatant, dilemma or chain reaction and other terms and concepts in the EHL materials
  • Gives concrete examples to back up points
  • Includes examples from a variety of sources, such as the news media, interviews, class discussion and outside reading
The above techniques are simply suggestions to help you assess your students’ work on the EHL materials. Feel free to adapt them to your needs.