Assessment of sustainability competencies in primary education: A systematic review

Identificador:  imarina:9449984

Handle: https://hdl.handle.net/20.500.11797/imarina9449984

Autores:  Cebrian, Gisela; Gallardo, Andrea del Carmen Corres; Davids, Ana Ines Renta; Junyent, Merce

Resumen:
The development of learners' sustainability competencies is critical in fostering more sustainable, socially just and equitable societies. While a growing body of literature exists on sustainability competencies' assessment in higher education, to date, research that specifically studies sustainability competencies' assessment in other education levels is scarce. Following the PRISMA guidelines, a systematic review was conducted, where 28 original studies related to sustainability competencies' assessment in primary education were analyzed. An overview of the main characteristics, strengths and weaknesses of the assessment approaches and tools used is provided. The reported articles showcase a diverse range of assessment tools such as questionnaires, interviews, performance observation and drawings. To date, questionnaires are the most widely used assessment tools and summative assessment the most frequently used assessment type. This review sheds light on the current assessment landscape and offers valuable implications for educators, practitioners and researchers about the assessment of sustainability competencies in primary education.