Embedding Sustainability in Existing Curriculum by Using Authentic Assessments, Rubrics, and Formative Assessments: A Case Study

Abstract

It has been broadly recognised that education is a key enabler in achieving the United Nations Sustainable Development Goals (SDGs) by 2030. In particular, SDG 4 states “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. We designed authentic assessments in three undergraduate economics courses focussing on sustainable development. The assessment tasks were student-centred providing autonomy to promote curiosity, think critically about real-world sustainable development problems, and come up with practical and creative solutions. Students’ competencies for mastering the assessment task were supported by a rubric and formative assessments. We collected students’ feedback using an online questionnaire to investigate students’ perceptions of the assessment approach in terms of fostering their motivation and autonomy and building their competencies. The results show that authentic assessments combined with rubrics and formative assessments can promote education of sustainable development in an existing curriculum and create a foundation for lifelong learning.