Tutors involved with teaching and assessing a global citizenship module identified a
potential conflict between global citizenship’s values-laden status and the academic
and professional standards (TDA, 2007), requiring student teachers to demonstrate
critical engagement. In an attempt to facilitate more critical engagement with the
relatively new curriculum subject of global citizenship, students generated specific
assignment criteria. This approach is evaluated through scrutiny of student
assignments. Initial research findings suggest that criticality can be facilitated
through some student ownership of the assessment process; in addition, there is a
need for tutors to reflect on what may influence their interpretations of assessment
criteria. Further critique of the tutor-designed analysis model suggests opportunities
for, and potential value in, increased student engagement with the model. Plans are
in place for a pilot study with future cohorts
