Global Learning Programme

Pupil Assessment Tool FAQs

Why should teachers use the Pupil Assessment Tool?

The Pupil Assessment Tool offers a unique opportunity for teachers to assess pupils’ global learning. Much time is spent teaching about global issues in schools, but up until now it has been difficult to assess pupils’ learning beyond the anecdotal at KS2 and KS3. The Pupil Assessment Tool gives teachers a measure through the Pupil Assessment Framework for KS2 and the Pupil Assessment Framework for KS3 to identify pupils’ learning at early, developing or secure levels in different categories related to global learning. It allows teachers to look at individual pupils’ scores and the questions completed on particular subject areas.

The Pupil Assessment Tool also allows teachers to view the impact of the global learning work they are doing with pupils. We suggest pupils take the assessment twice in one school year – once early in the school year (September to December) and then again at the end of the school year (June or July). Teachers will be able to view changes in responses and scores – identifying the impact of their teaching and providing information on how they might adapt their future focus.

Which pupils should take the assessments in the Pupil Assessment Tool?

The Pupil Assessment Tool has been developed for pupils at KS2 (years 5 and 6) and KS3. There are two different assessments in it:

When should teachers use the Pupil Assessment Tool with pupils?

Ideally, teachers will run assessments with pupils at the beginning of the academic year and then retake the assessment with the same pupils at the end of the academic year. Teachers will then be able to see the impact of learning and identify areas for further focus.

However, the Pupil Assessment Tool is available for teachers to use with pupils whenever suits them best. There are no limits to how many assessments schools can run or when they run them. Moreover, schools have access to the Pupil Assessment Tool at any point in their involvement with the GLP. Schools might like to use the assessments to benchmark and monitor pupil progress with or without a school network.

How can teachers use the Pupil Assessment Tool?

The process of setting up assessment sessions for teachers to use with pupils is managed by the GLP Coordinator within a school. The GLP Coordinator either sets up assessment ‘sessions’ for teachers to run with pupils or assigns teachers the rights to set up the sessions themselves. Setting up an assessment session generates a URL that pupils use to log into their assessment. 

Quick step-by-step guides have been produced for both GLP Coordinators and teachers who will be using this tool

How has the Pupil Assessment Tool been developed?

The content of the Pupil Assessment Tool has been developed by GLP partner organisations (IOE and Oxfam) in collaboration with the GLP operational team, national leaders, local advisors, teachers and pupils in schools. Think Global and Pearson have been involved in the technical development of the Pupil Assessment Tool. The assessments have been trialled within primary and secondary schools.

Some of the questions have been developed and adapted from already existing resources:

The GLP greatly appreciates that the authors have allowed us to use and adapt these resources.

What personal information does the Pupil Assessment Tool collect from pupils?

The assessments ask pupils for their first name, the first initial of their last/surname, their gender and their age in years. This information will allow teachers within schools to identify the participants, but pupils will not be identifiable outside the school.

Are there any questions that will be too difficult for pupils?

The GLP team has worked hard to set the assessments at appropriate levels for pupils in Key Stages 2 and 3. Assessment 1 gives younger pupils the opportunity to respond to a smaller number of simpler questions and Assessment 2 gives older pupils scope to explain their responses in more depth. While the Pupil Assessment Tool levels were appropriate for the schools it was trialled in, it is possible some words or ideas might be difficult for some pupils. Teachers should be aware of this and be available to support individual pupils if necessary. Some words that occur in the assessments might need some explanation. For example, these include: poverty, the environment, trade, politician, MP and greenhouse gas. Pupils can skip questions they don’t understand or if they are running out of time (as long as they click the final ‘submit’ button). For example, if pupils have limited time for Assessment 2, teachers may ask them to skip the open-ended questions. If you wish to provide feedback on the assessments so we can improve them, please go to:

Can pupils ‘pause’ and come back to the Pupil Assessment after a short period of time?

While they can take as long as they like to complete the Assessment, they will need to take the Assessment in one go.  If they 'leave' the Assessment, by browsing onto different web pages, without clicking the final 'submit' button, their answers will not be saved.

Can teachers see the Pupil Assessment Tool before they use it with their class?

There are copies of the Assessments available.  Click here to download the questions for Assessment 1, and here to download the questions for Assessment 2

What kind of data will teachers get?

For each Assessment Session, teachers will be able to see the average scores for each question, and the total score for each pupil. They will also be able to see the detailed answers for each pupil.

PLEASE NOTE: Pupils must click 'Submit' on each question for their scores to be recorded.

What kind of feedback will pupils get?

At the end of the Assessment, after pupils click the final 'Submit' button, they will get a short message to say well done for completing it. They will then get a very short feedback, based on their answers, which will be one of three messages:

[Early] Thank you for completing Assessment X. While you gave some good answers you are at an early stage in your learning about global issues. Ask your teacher what you might do to learn more!

[Developing] Thank you for completing Assessment X. You gave some good answers and you are progressing well in your learning about global issues. Ask your teacher what you might do to learn more!

[Secure] Thank you for completing Assessment X. You gave some good answers and have a sound awareness of global issues. Well done! Now ask your teacher what you might do to learn more!

The text in brackets [ ] will not be included.

How are the questions scored?

Many but not all the questions in the Pupil Assessment Tool are scored. (Those excluded from scoring include open-ended questions and values-based questions.) The scores are drawn from feedback from trials in primary and secondary schools. Assessment 1 is scored out of 100 and Assessment 2 out of 125. The score a pupil gets corresponds to ‘early’, ‘developing’ or ‘secure’ in the Pupil Assessment Framework for KS2 and the Pupil Assessment Framework for KS3 and this generates the pupil feedback quoted above.

Assessment 1

Assessment 2


Shorter and some of the question forms are less difficult. Appropriate for pupils in years 5, 6 and possibly 7.

Longer and some of the question forms are more difficult. Appropriate for pupils in years 8, 9 and possibly 7.


Maximum score: 100

Maximum score: 125


0 - 45

0 - 48

at an early level of global knowledge and skills

46 - 76

49 - 93

at a developing level of global knowledge and skills

77 - 100

94 - 125

at a secure level of global knowledge and skills

We are keen to hear back from teachers about the scoring. We are aware that scoring for some questions is not straight-forward and we'd be happy to hear if you have alternative suggestions ( Obviously, the assessment scores are an indication of what pupils know and understand, and teachers can do further activities if they want to explore this further. 

How can the Pupil Assessment Tool be used in class?

It is up to teachers to decide how to use the Pupil Assessment Tool in class. There are various ways teachers can use the tool in class, which include identifying pupils' learning needs and using the assessment as a springboard for discussion and further learning. Teachers could also discuss with their Expert Centre network how to incorporate the Pupil Assessment Tool into lessons.

How can I feed back comments about the Pupil Assessment Tool?

Click here to feed back brief comments on the Pupil Assessment Tool:

If you wish to provide more in-depth comments as part of the Pupil Assessment Tool trial click here:

What research is being carried out?

The Pupil Assessment Tool  provides data for the GLP research team (at the Development Education Research Centre, Institute of Education) who will analyse data at a national level to explore what pupils know and think about global issues. This kind of research has not been done before on such a scale. The findings will be used to feed back into the GLP so we can improve support for global learning. It will also be used to produce research papers that look at pupils’ global learning more generally and how programmes such as the GLP can impact on this. Copies of research reports will be made available to schools via the GLP website.

Research carried out on data collected via the GLP initial registration, Whole School Audit and Pupil Assessment Tool complies with the BERA (British Educational Research Association) Ethical Guidelines for Educational Research 2011. In particular:

Data from schools completing the Pupil Assessment Tool will be automatically included in the research unless notification is given by teachers to indicate otherwise. Schools/teachers have an obligation to tell pupils about the aims, processes and outputs of the research and give pupils the choice of opting out of the research. Schools/teachers have the responsibility to opt pupils out of the research if the pupils so request. Please note opting out of the research does not affect pupils' ability to complete the assessment; their data will be removed from the dataset at a later stage.

In addition, schools may wish to allow parents the ability to opt their children out of the research.

If teachers wish to discuss the research aspects of the GLP further, please contact you can also view the Research Terms and Conditions online. Otherwise, individuals and schools will not be contacted for research purposes unless they have ticked the relevant box in the GLP Whole School Audit about involvement in other GLP research activities.

The IOE research team may also visit some schools to carry out qualitative research that looks at aspects of the Pupil Assessment Tool. This might include looking at how schools use the PAT and how it might be developed. Researchers might also work with pupils to explore some of their understandings of the topic areas covered within the PAT in more detail. This would provide qualitative insight into some of the more quantitative responses given, providing useful data to feed back to schools and the GLP. If you would like to be involved in this research contact: or you can give full feedback on the PAT at:

How do I withdraw my school/pupils from the research?

To opt your pupils out of the research go to: Please note opting out of the research does not affect pupils' ability to complete the assessments.

What did teachers say about the Pupil Assessment Tool in the school trials?         

‘Initially I thought it was a little complicated, I was concerned the pupils would just tick any answer quickly without giving the questions proper thought; however, I was wrong, they all (6 pupils of varying ability) tried hard to answer carefully… I was surprised by the comments pupils made at the end of the survey; these mostly focused on the fact it made them think more about these issues, so yes I would think it will be useful to the school. If it raises their awareness of some of these issues as well as being a useful tool to assess their knowledge it has to be useful!’ (Teacher, primary school)

‘It raised questions with the children that had not previously come to their attention; it made them stop and think about what they actually thought; it highlighted misconceptions that they had… they enjoyed taking part; there was no grumbling! They were pleased that someone wanted their views/opinions.’ (Teacher, primary school)

What did pupils say about the Pupil Assessment Tool in the school trials? 

‘I enjoyed the Pupil Assessment Tool as I feel a large element was applying knowledge and opinion to reach a conclusion to the question. I feel the tool even increased my awareness of global learning in the process. It also allowed me to reflect on stereotypes and misconceptions… whilst I would rephrase a few of the questions it was largely relevant and interesting.’ (Pupil, secondary school)

‘I liked the questions in the survey they made me think about what really does matter.’ (Pupil, primary school)

‘It helped me understand global poverty in many ways, from different views. It also made me think about what is happening in the world and what I can do about it… All in all it was  fantastic survey, a great example of what is happening in world poverty. 10/10.’ (Pupil, primary school)