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For each organization, one or multiple “Examiners“ are registered who can organize Test sessions with the automated online tool, and invite his/her students or colleagues to participate. 


 

 

 

 

 

 

 
What is it?

Sulitest´s best known tool - the “Test“ - is in an online, easy to use, multiple-choice-question format that is available in Learning Mode and Exam Mode. 

 

In Learning Mode users are given the right answers with explanations and sources to deepen their learning about Sustainable Development issues. In Learning Mode, examiners set up the time frame for the “Test“ which can be extended over several weeks. 

In Exam Mode users will be placed in an exam setting where no resources can be consulted. The time frame is set by an examiner, usually ranging from 30-60 minutes.

  

Anonymity

When creating a "Test" session, administrators or examiners  can choose to make this session “anonymous”. In this case, only the candidate will have access to his/her individual scores, whereas examiners will only have access to general statistics and data on the cohort as a whole.

When a session is not “anonymous”, the examiner has access to all the data concerning the candidate. The candidate is informed when beginning the test if the session is anonymous or not.

 

 

 
Content Options

To understand sustainable development, it is crucial to have a macro understanding of global issues.

The International Core Module of the “Test“ consists of a set of 30 international questions that are selected from an expert-approved database by an algorithm. It is also important to comprehend local or specific issues, and that is why the International Core module is usually combined with a Specialized Core Module consiting of 20 additional questions.

 

 

 Aligning Sulitest with the SDGs framework


All the tools developed by Sulitest are aligned with the SDGs framework. 
In addition, to improve awareness of specific goals, various entities - including UN agencies, academic institutions, and civil society - in partnership with Sulitest have taken the lead on the development of several SDG-specific modules. Two new modules have been launched during the July 2018 HLPF (High-level Political Forum) on Sustainable Development: SDG 7 Module and the SDG 11 Module. 


Already available Specialized Question Modules on specific SDGs: 

    • SDG Framework Module: supports an understanding of the interconnectedness of our challenges and targets (in collaboration with UN-DESA 
    • SDG7 “Ensure Access to Affordable, Reliable, and Sustainable and Modern Energy for All“ (in collaboration with UN-DESA)
    • SDG11 “Make Cities Inclusive, Safe, Resilient, and Sustainable“ (in collaboration with UNEP)
    • SDG 12 “Sustainable Consumption and Production Patterns“ (in collaboration with UNEP)

 

 


In progress: 

  • SDG4 “Ensure Inclusive And Quality Education For All and Promote Lifelong Learning“ (in collaboration with UNESCO)

 

 

 

 

 

 

 

Our methodology for creating and validating questions


Each question is based on a content matrix, aligned with one or more of the UN SDGs,
and is assessed and validated by a group of international experts.

 

A closer look at the Sulitest content

What kind of questions will I find in a Sulitest session? What themes and subjects does Sulitest focus on? Which content can I find in the different modules ?
The content is designed to raise and map awareness, and improve sustainability literacy worldwide. It provides an internationally recognized & locally relevant assessment, as well as meaningful information and data.

Knowledge Mindset Skills Core Module (only Knowledge) Specialized Modules (covering one, two or all three categories)

Understanding sustainability trends and data

Every Sulitest question is linked to at least one of the 17 SDG’s and at least one Tag out of an extensive list. This allows a better understanding of Sustainability Literacy and the Awareness of the SDG’s of candidates taking the Sulitest.

„The Test", composed of the Core Module and a survey, is taken worldwide by diverse cohorts of candidates. It’s database can be mined for trends in Sustainability Literacy and gives researchers, course directors in higher education and policy makers a basis for analysis and decision making.

Find the latest data and analysis in our latest report to the United Nations (http://www.sulitest.org/files/source/hlpf2018.pdf)

Matrix

3 levels of
trends &
data

Tags

SDGs

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Ecosystems
Human systems
Transition
Role to play
Ecosystems Human systems Transition Role to play

Knowledge - 4 Themes

The Knowledge Category represents the backbone of the Core Module.
Covering knowledge on today’s major sustainability stakes it is considered globally relevant and applicable. The content is developed by the community, regularly updated and validated by the senior advisory board.

Sustainable humanity
and ecosystems on
planet Earth

Global and local
human-constructed
systems to answer
peoples needs

Transitions towards
Sustainability

We each have roles to
play
to create and
maintain individual
& systemic changes

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Ecosystems
Human systems
Transition
Role to play
Ecosystems Human systems Transition Role to play

Knowledge

Where we are at: Sustainable humanity and ecosystems on planet earth

Ecosystems: Biosphere, global and local ecosystems, interdependent and diverse community of life, life supporting cycles, system closed (materials)/ open (energy), etc.

Humanity: Individual human needs, diversity, social fabric, cultures, local and global world, etc.

Sustainability: Definition of Sustainability / Sustainable development

Ecological perspective: where are we at, and why sustainability is both an urgency and an opportunity

Social perspective : where are we at (demography, (in)equalities, gender equality, education..), and sustainability being an urgency and an opportunity

Discover some sample questions here!

What is the meaning of the principle of accountability in a sustainability context?

Giving information to improve the reputation of an organisation

Referring to the law in order to explain an organisation policy

Being responsible for decisions, activities, and their consequences to the organisation's governing bodies, legal authorities and, more broadly, its stakeholders

Being account officer for a firm

I'm not sure

* this is a sample question from the Sulitest Core Module

Hide questions here!

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Ecosystems
Human systems
Transition
Role to play
Ecosystems Human systems Transition Role to play

Knowledge

How we function: Global and local human constructed systems

Local and global social structures and governance: paradigms; positive results negative impacts; laws; how organisations work; land use; gender equality, etc.

Within local and global social structures and governance, zooms on Education, and Culture

Local and global economic systems: paradigms, positive results negative impacts; production, distribution, consumption of goods and services; life cycles; value chains; finances; etc.

Within local and global economic system, zooms on: Water, Energy, and Food

Discover some sample questions here!

In the last 30 years, the number of connected and mobile devices (both phones and Internet of Things) has significantly increased in the world. Mobile phones have changed the way we work, consume, interact and live. Other connected devices are merely designed to speak to other connected devices (Internet of Things).

How do numbers of all mobile connected devices related to the world's population today?

There are more people living on the planet than there are mobile connected devices

At the moment for one person living on the planet there is one mobile connected device

There are more mobile connected devices than there are people living on the planet

The numbers of mobile connected devices is declining steadily

I'm not sure

* this is a sample question from the Sulitest Core Module

Hide questions here!

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Ecosystems
Human systems
Transition
Role to play
Ecosystems Human systems Transition Role to play

Knowledge

The future we want: Transition towards sustainability

How to start, reinforce, accelerate systems change

Initiatives towards sustainability ... more from institution/ int'I level (like UN MDGs, Global Compact, GIEC, GRI, ISo 26000, ESD, etc.)

Concepts, tools, frameworks ... more from individual NGOs or smaller networks (like Cradle to Cradle, Natural Capitalism, The Natural Step, Ecological Footprint, etc.)

Examples and ideas we can learn from: case studies of successes or failures; technological, strategic, or social innovation

Discover some sample questions here!

Most marine debris is made up of plastic, and its production and use is likely to continue to grow exponentially in the next few decades.

Among the below, which solution would have the most impact on reducing the presence of plastic on the marine environment?

Implementing responsible disposal policies of existing types of plastic, to prevent end-of-life materials from entering the marine environment

Preventing and reducing by design the production and consumption of environmentally persistent types of plastic such as PET

Increasing awareness and promoting population behavioral change, or giving consumers incentives to recycle persistent materials

Implementing all of the above strategies

I'm not sure

* this is a sample question from the Sulitest Core Module

Hide questions here!

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Ecosystems
Human systems
Transition
Role to play
Ecosystems Human systems Transition Role to play

Knowledge

Together we can! : We each have roles to play to create and maintain individual and systemic changes

How does one become aware of ones own roles and impacts...whoever "one" is (individual, organisation, south, north, etc.)

How does one efficiently act to create both individual and system change...whoever "one" is (individual, organisation, south, north, etc.)

Discover some sample questions here!

To understand how change is created, psychological science identifies 'contagious behavior,' defined as the unconscious transmission of actions or emotions from one individual to another.

Which of the following statements does NOT apply to these "contagious behavior"?

We are often unaware of the influence that the emotions and behaviors of others have on ours.

All individuals tend to be equal 'transmitters', and have the same ability to make you feel what they feel.

Repeated exposure to the behavior of others helps to build scripts, or routines, which we then tend to perform in a particular situation.

Rooted in biology and supported by social and situational factors, contagion is a powerful process and an almost inevitable fact of human beings.

I'm not sure

* this is a sample question from the Sulitest Core Module

Hide questions here!

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Personal Skills
Working with others
Think & act systemically
Mindset
Personal Skills Working with others Think & act systemically Mindset

Skills (3 themes) and Mindset (6 themes)

Skills and Mindset questions are considered globally relevant but applicable only according to local contexts.
Therefore these categories can be found for now only in some of the specialized modules (country or region specific), developed by Sulitest’s local chapters.
We are also experimenting a beta version of a module on Sustainability Mindset, developed together with PRME. when setting up your session choose „other module“ and use the code Sustainability Mindset (PRME) to access.
It is our aim in the future to find ways of integrating these locally diverse approaches into the globally relevant Core Module.

Skills

Mindset

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Personal Skills
Working with others
Think & act systemically
Mindset
Personal Skills Working with others Think & act systemically Mindset

Skills

Personal Skills

Ability to reflect/self-evaluate alone and in a group; Ability to constantly renew energy; Ability to continuously to learn/develop; Creativity; Critical thinking

Capacity for empathy, compassion, solidarity; Futures-oriented and strategic thinking

Dealing with complexity and uncertainty; Practical problem-solving / management / planning skills.

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Personal Skills
Working with others
Think & act systemically
Mindset
Personal Skills Working with others Think & act systemically Mindset

Skills

Working with others

Networking; Communication skills; building effective coalitions for systemic change

Catalysing / managing change; Inspire a shared vision; Enable/Motivating others to act/participate

Teamwork; Work in multi-cultural and interdisciplinary (diverse) settings; Participatory skills, decision-making; Conflict resolution skills/consensus building; Focus on process, dialogue, listening;

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Personal Skills
Working with others
Think & act systemically
Mindset
Personal Skills Working with others Think & act systemically Mindset

Skills

Think & act systemically

Ability to put in practice systems thinking concepts; identify and use leverage points

Ability to zoom in and out in time and details, and to keep the desired future and global perspective in mind

Ability to understand formal and informal structures, power dynamics, and interactions

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Personal Skills
Working with others
Think & act systemically
Mindset
Personal Skills Working with others Think & act systemically Mindset

Mindset

Mindset

Respect and care for the community of life, now and in the future

Humans as part of nature and not separate from it

Holistic versus mechanistic worldview

Golden rule (treat others as you would like them to treat you)

Belief one can initiate and reinforce personal and systemic changes towards sustainability

Active commitment to solve sustainability problems

Mindset Module Beta-Testing (developed with PRME): when setting up your session choose „other module“ in addition to the Core Module and enter the code Sustainability Mindset (PRME) To be used only with classroom feedback (no results will appear when taking this module).
Feedback very welcome on contact@sulitest.org

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Sustainable Develop­ment Goals

For more informations about the sustainable development goals click here: http://sdg.iisd.org

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Tags List

Basic definitions Future generations Innovation, creative leadership, and vision of a sustainable way of life Interconnected challenges Global interdependence and universal responsibility
Biodiversity Climate Pollution Energy Material resources Water and sanitation
Demography Health and basic needs Human rights Discrimination of all sorts Labour practices Wellbeing and social progress Cultural diversity and heritage preservation
Formal education and life-long learning Agriculture and feeding human society Cities and human settlements Transportaion Housing Tourism
Local and global economic system Global finance and debt Trade (local, international, fair, etc.) Production and consumtion systems Taxation systems Corruption Underground economy
International Governance and institutions Democratic institutions at all levels Peace and Justice
Information and role of mass media Data and how it is used Knowledge and technology exchanges
Stakeholder/communities involvement Decision making process Indicators Transparency and accountability Reporting Solidarity and cooperation

Tags: Background

The SuLiTest V2 architecture is designed with a systemic perspective which seemed more relevant to a learning environment and the definition chosen for Sustainability Literacy which includes deep commitment: “the knowledge, skills, and mindsets that help compel an individual to become deeply committed to building a sustainable future and allow him or her to make informed and effective decisions to this end”.

This new architecture is not based on most important impacts, issues, or solutions. AND, it is important that one test is not all about specific issues such as climate change or social inequalities (for example).

Hence this list of tags which allows to further characterise questions (1) create questions database with good balances, (2) be able to have a thematic perspective about each test’s content, and also (3) provide more elements for further interpretation of the results.

This tag list has been strongly influenced by the Sustainability Literacy Test’s version 1 architecture, the Earth Charter, and the UN SDGs.

Any questions?

Stay in touch

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