Student assessment should focus on the tasks assigned and how well the students were able to accomplish those tasks. As well, students should be able to display understanding of the concepts presented in Chapter 3 of Global Change and Canadians.
- Students should be able to demonstrate an understanding of the concepts of limiting factors and carrying capacity. Some strategies to enable this are quizzes, case study analyses and predictions of these factors in their own locale.
- Students could be evaluated on their ability to use graphs and extrapolate from trends apparent on the graphs. For example, students could be presented with a graph of human population through historical time. Given that graph they could suggest reasons for the shape of the growth curve and predict what might be possible consequences for global change if the current slope of the curve continues upward for the next three to four decades.
- Students could be assessed on their ability to create a web of environmental connections between a food product and the global environmental and social systems. After doing this the student should decide whether the product has high or low global change effects and suggest ways to reduce them.
- Students should be able to examine and describe all the energy expended to produce and deliver a product to their home from the source of the product by making a flow chart or web. After doing this the student should decide whether the product has high or low global change effects and suggest ways to reduce them.
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