The cultivation of global literacy, a 21st Century Skill, is high up the education agenda of the basic education curriculum practiced around the world today. In 2016, OECD released a document entitled “Global Competency for an Inclusive World”. The definition of Global Competence entails the capacity to analyze global issues critically and from multiple perspectives, as well as to engage in open, appropriate and effective interactions with others from different backgrounds on the basis of a shared respect for human dignity. This study seeks to explore how to design test units assessing 15-year-old students’ knowledge and understanding of pertinent global issues on Socio-economic Development. The title of the test unit is SUPERFOOD – QUINOA. It consists of a number of test items (multiple-choice versus open-ended) to be administered to the examinees on a yet-to-be-designed computer-based testing platform. One issue examined in this test unit is the government policy of the under-developed countries to export quinoa in large quantity to the developed countries for daily consumption as healthy diet. To answer the questions demonstrating higher level of global literacy, students are required to analyze the issues therein critically and from multiple perspectives. Through chatting with the computer agent(s) about the issues on socio-economic development in a globalized world the researcher understands the perspective that the student takes, at the same time revealing student’s ability to interact with the computer agent(s) respectfully, appropriately and effectively. Through analyses of the responses to the open-ended questions, progressive levels of student global literacy can be assessed. Upholding the core value of human dignity, this study is important to assess student global competence for an inclusive world.