- Varying perspectives. Students can be evaluated on the basis of the work done to prepare and present different viewpoints on environmental or economic issues.
- Non-adversarial resolution of problems. The Round Table process is not only non-adversarial, it is actively collaborative. Students should be evaluated on their behaviour, on their presentations, on their ability to work as a group of equals, to listen to the viewpoints of others, and to work towards consensus.
- Workable solutions. Did the students choose to develop the Round Table around an environmental or economic issue which led to a resolution? Was the complexity of the issue too involved to be adequately and appropriately solved in the Round Table process? Students and teachers/facilitators should evaluate the process and the issue used as the basis for the Round Table. Students need to be able to make positive gains in their efforts to resolve conflicts and solve environmental or economic problems.
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