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COMENIUS 1
SCHOOL DEVELOPMENT
PROJECTS
ACTIVITIES REPORT – COORDINATOR
Project title :
SEATL-P SYSTEM OF EVALUATION FOR THE ASSISTANCE OF TEACHING -LEARNING
PROCESS
Beginning date :
01.08.2002
Duration: 3 years
Thematic area: Other :
Pedagogy-Methodology
Please specify: Developing an monitoring and evaluation system
for the teaching –learning process with a purpose to its improvement
Name of the coordinator of
the project: JIDVEIAN OLIVIA MARIA
Project
description
Objectives:
General objective - to improve the efficiency and efficacy of the educational system
in the partner schools by using evaluation (of the students, teachers,
managers, and of the educational-instructive process) as a managerial means.
q to
develop (at the partner schools level) a common culture for the evaluation
of some aspects in the educational process.
For this we will have in view
the following aspects:
· to establish, in a trans-disciplinary vision, some achievements indicators
with a special regard to the students’ skills, values and attitudes created
by the teaching –learning process;
· to create and implement, in the partner schools, an evaluation
methodology and instruments for evaluating these skills;
· to create an institutional evaluating
system.
q to establish, using the
experience of our psycho-pedagogical experts, a connection between the
personalized and flexible teaching-learning methods and the evaluation
methods.
Specific objectives for
the first year of the project:
· to create a brochure
containing a comparative analysis of the educational systems in the partner
schools;
· to achieve a well
trained teacher team using own resources or working in a partnership
system;
· to achieve and
implement some evaluation instruments related to the knowledge and skills
obtained by studying sciences, mathematics and foreign languages;
· to design the project
web page ;
·
to create at a local level, the dissemination plans.
Activities :
·
Organizing activities
o
The selection of the teams members, tasks allocation and “Team building”
training courses for teachers involved in the project;
o
Creating the working plan and the evaluation plan
o
Establishing the contact between teachers with the same task from partner
countries;
·
Individual and team study/research/training courses focused on
different topics related to the project:
o
What teachers need to know about assessment (standards for evaluation,
indicators , specification grid);
o
Assessment purposes and value added assessment;
o
Managing the evaluation;
o
Assessment of students achievement;
o
MICE instruments for project evaluation.
·
Constructing
activities
o
Creating and presentation reports about the national educational system
at the team level:
o
Translation and sending to the partners the reports about the national
educational system;
o
Creating and up-dating the web page of
the project:
o
Elaboration of a list with the skills that will be evaluated concerning
mathematics and sciences area or languages area This list was elaborated in each school and sent to the partner
schools:
o
Elaboration and drawing up of a list with ‘what –how’ we evaluate
(skills-evaluation methods and instruments)
o
Elaboration of the instruments and
methodology of evaluation
o
Printing of the brochure for evaluating
the gained skills following mathematics and sciences and languages learning
·
Dissemination activities (articles in the school’s magazines information
panels at each school level)
·
Project self evaluation activities (of the progress) using MICE
instruments-each school established fields and instruments for self-evaluation
·
Reporting (printing final reports)
·
Motilities
o
Project meeting
·
to
Activities during the project
meeting:
·
creating the working and evaluation plan
·
establishing details about the renewal of the project.
·
visiting the school and the town, Hegykoz, Bodrogkoz, Karcsa, Pacin, the wine cellar of Tokaj,
sightseeing in
·
observing lessons in the school
·
participating to the performances of the school students and of the local folkdance
group
·
to Venray
Activities during the project
meeting:
·
presenting/reporting each partner school activities and results in connection
with the educational specific needs at the school and country level
·
designing common evaluation
o
choosing common issues to be evaluated
o
identifying audiences
o
identifying the information needed
o
choose methods and instruments
·
observing lessons in the school
·
visiting the school and the town
·
visiting Waterschap (Organisation of
water-management)
·
sightseeing in
·
preparing diner together in the cooking club of
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o Study visit o Teacher exchanges |
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From |
Liceul Ion Creanga Bucuresti Romania |
To
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Italy-2 teachers |
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2nd GYMNASIO LAMIAS Lamia Greece |
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Italy-1 teacher Praha Czech Rep.–1 teacher |
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Liceo Scientifico Leonardo da Vinci Sora Italy |
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Scoala cu clase I-VIII Nicolae Popoviciu Beius Romania |
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Portugal-1teacher, Italy-2teachers Hungary-1 teacher |
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Kossuth Lajos
Gimnazium es Szakkozepiskola Sŕtoraljaůjhely |
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Czech Republic–2 teacher |
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Stredni Zdravotnicka
Skola V Vyssi zdravodtnicka skola Vsetin Czech Republic |
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Germany –1 teacher |
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Escola Secundária de José Estęvăo |
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Beius Germany–2 teacher |
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Staatliche Fachoberschule und Berufsoberschule Kaufbeuren |
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Stredni Zdravotnicka
Skola Praha |
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Hungary-1 teacher |
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Outcomes (products/results:
reports, newsletters, photographs, artwork, tapes, video, etc.)
·
brochure regarding the theme-information about educational systems of partners
countries and instruments for general and specific evaluation
·
Cd-rom with the project presentation created with the
contribution of the teams from each country.
·
WEB page
· Articles in the
school’s magazines and in the local newspapers
· information panels
at each school level
· bibliography about
evaluation and the kinds of evaluation-little library at each school level
· teachers trained to
conceive a pertinent, coherent and relevant evaluation the field of
continuous evaluation
Methodological approach
Project theme in this year was: formative-continuous
evaluation of students-charring out of an internal system of (what, why,
how, when, who) concerning students’ performances: knowledge, competences, and
values. The systems of evaluation contain:
·
Performance indicators
·
Evaluation methods and instruments
·
Practical examples of the self-evaluation in math, sciences, foreign languages
Each partner school
decided:
o
the number of the teachers participating to the
training courses and involved in the project.
There were differences of approach between
partner schools. For example in
o
what skills, attitude and values to evaluate:
§
·
Foreign languages
o
oral comprehension;
o
students' self-control;
§
·
Foreign language: reading comprehension
and listening comprehension;
·
Mathematics: Equation solving skills;
·
National language:: reading
comprehension;
§
·
Math- To represent geometrically
algebraic equations and systems in a Cartesian frame of reference and to
express several geometrical constructions in analytical form (by equations);
·
Physics – to define the temperature
and to study effects of variations of temperature on
solids, liquids and gases
§
· Mathematics
o
knowledge of how to do differential calculus
o
interdisciplinary aims, which means aims that extend across the disciplines
(for example usage of differential calculus in National economics and Business
Studies)
o
general aims of learning/ educational aims (for example communicative competence;
ability and motivation to participate in discussions)
§
Greece
·
Nature Sciences (Physics, Biology, Chemistry and Geography):
o
ability for recognition of continuance in scientific
o
ability for critical confrontation in scientific applications
o
estimation for the importance of sciences in the improvement of daily life
o
development of critical thought
o
estimation in the maintenance of environmental balance
o
use of the scientific sizes and relations
o
description analysis of events
o
use of models For interpretation of events
o
acquisition and interpretation of the data
o
usage of simple tools
·
Domestic economy:
o
respect, courage, interest, participation
o
communication
o
self-confidence
·
Foreign languages:
o
understanding of himself either as individual or as member of a national place
o
refusal of stereotypes toward other people or attitudes
o
responsibility and respect to democratic rights of people
o
positive aspect towards technology
o
undertaking of responsibilities for resolutions
o
gathering, elaboration ,utilization of information
§
Czech Republic
·
Foreign languages:
o
systematic professional develop
o
Improving promptness and quality of productive skills in foreign language
o
Speech : - oral, reading with understanding, writing expression
o
Language : - pronunciation, vocabulary, grammar, spelling
o
Knowledge’s realia of countries with English language
·
National Language:
o
protection from manipulation and in toleration
o
understanding of meaning of art for man
o
recognizing ethic art values of literary work
o
recognizing developing of culture and literature in historical and social
o
understanding of function of literary language
§
Romania
·
Nicolae Popoviciu School Beius
o
Foreign Languages and National Language:
§
oral skills;
§
writing skills;
§
listening skills;
§
conversation skills
o
Math
§
creativity in the solving of the problems
connected to isosceles and equilateral triangles
·
o
Sciences
§ management skills:
· delegation tasks to
others
· assuming
responsibilities
· motivation others
· negotiation skills
· collaborative skills
· decision making
§ problem solving
§ research skills
§ students’ motivation
for studying sciences
o
what instruments to use- in connection with what they want to evaluate
During the project meeting in
Holland we decided some common skills/attitudes and values that we will
evaluate and we established what kind of instruments to use for evaluation and
the responsibilities of each team:
·
Science and Math:
o
Value/Attitude –Good Working/Interest of studying sciences and Math
§
Methods and instruments
·
Observation/Checklist (Italy)
·
Document analysis/Checklist (Romania and Holland)
·
Portfolio/Frames for students and Checklist for teachers (Romania and Germany)
·
Parents discussions
·
Interview with the students
·
Teachers discussions
·
Target group –1 class-15-17 years old /each country
o
Skills-Use models/Iinstruments/Algorithms
§
Methods and instruments
·
Questionnaires
•5-10 items of
multiple choices
•2 questions
with open answer
•2 describing
items
•2 problems to
be solved
§ Practical activities (to construct/to produce to
experiment)/Checklist (Greece and Romania)
§ Investigarion/ Checklist (Greece and
Romania)
§ Frequency-one time
per semester
Measures for inprovement
·
Interview with the students
·
Target group –1 class-15-17 years old /each country
· Foreign
Languages and Social subjects:
o
Attitudes and Values
·
Responsibility
·
Assiduity
·
Punctuality
·
Respect for rules
Respect for deadlines
·
Autonomy
•Willingness to
research
•Self management
·
Interpersonal behaviour
· Cooperation
·
Respect
·
Listening
§
Method and instruments-Listening tests and Observation Grid
§
Frequency-After every unit
§
Weight-15%
·
Speaking
§
Method and instruments-Observation Grid and Checklist
§
Frequency-every lesson when relevant, whenever oral presentation takes place,
at least once a year
§
Weight-15%
·
Reading
§
Method and instruments-Written tests, Worksheets, Portfolio and Checklist to
evaluate portfolio
§
Frequency-after every unit, at the end of each term
§
Weight-30%
·
Writing
§
Method and instruments- Written tests, Worksheets, Portfolio and Checklist to
evaluate portfolio
§
Frequency-whenever it is necessary
§
Weight-30%
The most part of
the activities of this project was extracurricular activities. The teachers had
studied individually and participated to the training courses about evaluation
at school level (in each partner school) or national level (Portugal and
Romania).
Creating the
instruments for evaluation, printing on the computer the material for the
brochure, the achievement of the Power Point presentations and WEB pages had
been made after classes.
An important and positive
aspect is that it had been decided that the materials achieved by the teachers
will be used next year during the normal class for students’ evaluation.
·
How was communication with partners maintained during the project?
The most important mean of communication was e-mail.
We communicate also by phone and directly during the
motilities.
For the communication, the coordinator of the
·
How the IT was used?
The information technology was used in a great deal both at the
activities level and at the communication and achievement of the outcomes.
The most used in communication was the email.
Within the project were carried out two project
meetings in
The first project meeting was
very necessary because we established together the working and evaluation plans
for the first year of the project. We
think that this meeting was the most important event of the project because it
offered the opportunity for the members of the partner teams to know each other
better and to really work together, to participate to sportive and cultural
activities, and to make possible the presentation of some cultural, tourist,
customs specific to each partner country
The main aims of the second
project meeting were to disseminate the activity of each team and to design the
plan of common work. The period of the second meeting was good for the
first aim because the teams had enough time to study and work and had
experience and materials to disseminate, but wasn’t good for the second aim
because it was to late to implement this year the whole common working
plan.
During the teachers exchanges the participants had visited the Host schools and
they participated to classes and extracurricular activities putting together as
more information as possible about the educational system of the host country.
After the arriving home they informed their colleagues about the new experience
and tried to use it for modernizing the national educational system at the
school level.
·
number of pupils involved in the project:
This year, because
the theme of the project and because the methodological approach the students
were involved in the project indirectly. Through implementation and
dissemination activities around 25 % of the students from all partner schools
have benefit of the project results.
·
number of boys involved in the project: the number depends or the
composition of the classes of each partner school
·
number of girls involved in the project: the number depends or the
composition of the classes of each partner school
·
languages used: National Languages for the members of the same team and
English for communication with other teams
·
enhanced awareness of other cultures
During the project
meetings in Hungary and Holland the students from each host country presented
to the teachers from partner schools some cultural and traditional aspects of
their countries.
During the teacher
exchanges the guest teachers offered to the host schools albums and books about
their countries and this way created the opportunity of the students to by
informed about the culture and the traditions of each partner country.
·
skill development
Through the
implementation of the evaluation method and instruments created during the
first year of the project the students had the opportunity to develop many
skills regarding:
o
foreign language skills
§
more fluent use of the language
§
better oral and written performances in foreign language
o
methodological skills
§
gathering material
§
doing research
§
making reports and essays
o
management skills
§
assuming responsibility
§
problem-solving
§
motivating others
§
decision taking
§
time management
§
negotiating skills
Being hosts (together with their teachers) ,
for the teachers participating to the project meetings and teacher exchanges,
the students from the host schools had opportunity do develop:
o
social skills
§
being a good host
§
being able to communicate better
§
capability of making friends
o
European citizenship
§
sense of belonging to community at local, national and European level
§
awareness of own identity in a local, national or European context
The implementation of the
project results (methods and instruments) offer to the teachers the opportunity
to focus their activity for developing to the student:
·
greater confidence and sense of self
· increased
knowledge in a given content area
·
number of teachers involved and their specializations-the number of
teachers directly involved in the project and their speciality are different to
different partner schools:
o
o
o Portugal-5
teachers (foreign languages, communication)
o
o
o
o
o
§
Nicolae Popoviciu School Beius –9 teachers (math, foreign languages, computer
science)
§
Ion Creanga High School
·
degree of cooperation between colleagues
Between the members of a team the cooperation was very well, all the teachers
knowing and assuming their role in the team.
·
quality of links and collaboration with colleagues in partner schools
During the project meetings
and teacher exchanges the collaboration was very good and the single problem
was the less level of English language knowledge of some teachers (especially
the Romanian project coordinator)
The communication had some
problems because not all the partners sent all the materials that we
established together that must be sent. The problems were discussed and
analyzed and we hope that they will be eliminated in the next year.
·
development in teaching approach
The theme of the project means study, creation
and development in teaching approach. The participation to the training
courses, the individual and team study, the design and the implementation of
alternative evaluation instruments had as results teachers trained to carry out
an evaluation of quality for giving assistance in the teaching – learning
modern process.
As
result of the mobility, the participating teachers had the opportunity to by in
contact with the educational system from other counties, to exchange experience
looking the teacher-learning process and to present to their schoolmates what
is characteristic and what is good in the educational systems of partner
schools.. Using the new experience in their own
classes they will contribute to the educational system modernized at the school
level and to create an European dimension of the
education in each country.
·
contribution to development of school policy on European dimension
The
project activities were known and approved by the staffs of the partner schools
and all the teachers think that the project must be continued and that the
schools must be involved in other projects too.
We intent to continue this project with a Comenius
Network Project with the same theme.
·
support measures introduced in the school to facilitate the development of
the project
As proof of the
agreement with the carrying on of this project the management of the schools
agreed with the carrying out of the project extracurricular activities inside
the schools, with the using of the schools assets, and with the schools support
for a part of stationary, communication and consumables expenses. Also the high
schools managements agreed with the motilities and they insured the good carrying
on of the school program during the motilities
The managements of the schools participated to the dissemination of the
project.
·
involvement of parents
In all partner schools were
organized information and dissemination activities for informing the parents of
the students the project and the benefits of the project.
The parents agreed with the
project and they will sponsor the student’s mobility. The Romanian parents will
host next year, the students from partner schools who will participate to the
project meeting of the students.
·
involvement of local enterprises
As the dissemination results a part of the local enterprise found out about the
project and collaborated to the implementation of the project.
·
knowledge of the project in other local schools
During the methodological
activities organized at the local area, the teachers involved in the project
presented the project to other teachers from other
·
knowledge of the project in local environment
The project was presented to the local environment using newspapers,
radio, meetings with parents and with representatives from the local community.
·
support provided by National Agency
National Agencies offered us financial support
and counselling. The financial support was in accordance with the contract and
they counselled us with kindness and expertise every time when we asked it.
Also the teachers involved in the project have
been invited to participate to the presentation and contact seminaries of the
Socrates Programs. For example the coordinator of the project was invited in
2002 and 2003 to the Comenius 3 Conference I-ProNet
·
support provided by local advisors and inspectorate
By local advisors and inspectorates the support was to the counselling
level. The trainers of local advisors participated to the training courses
about evaluation.
There
were internal and external obstacles. At the intern level the greatest obstacle
was the bad management of the project. For a good management of a project with
so many partners it is necessary to have many management skills and it seams
that the coordinator of the project isn’t enough skilled. The deadlines
for different stages of the project weren’t well established and because of
this at the end of the first year of the project we haven’t enough time to
implement the first instruments that we created. For the next year we must take
care to design a better implementation plan. We hope that the experience of the
first year will offer us the opportunity for a better management.
There
were big differences between types of approach of the theme in partner schools.
Some of the schools decided to focus to a little number of fields and
instruments for evaluation and they had the time to create instruments and to
implement them. Other teams had an holistic approach
and they hadn’t enough force and time to finalized what they proposed.
At the
extern level the obstacles were financial. Some partner schools received the
money from the Agency with a very big delay and in these circumstances we
couldn’t respect the schedule of the activities.
Through the evaluation of this project we
understand to evaluate the process of the project implementation as well as the
local effects during this project at every concerned school level. We also
evaluated the outcomes of this project.
With a view to evaluation we elaborated a
detailed monitoring and evaluation plan for each activity as well as for the
outcomes of it.
For the evaluation we used instruments created
in the Comenius 2 project, “MICE” or we designed our
own instruments taking account of the principles of the evaluation:
q
The principle of the effectiveness
q
The principle of efficiency
q
The principle of feasibility
q
The principle of the progress
q
The principle of the project impact
For
evaluating the effects of this project, each partner school establish what fields
they want to evaluate:
o
Greece
·
Evidence of effects on teachers:
§
subject skills, foreign languages skills, teaching skills, motivation, social
skills, ICT skills, management skills, European citizenship, equal opportunities
·
Evidence of effects on school
§
embedding the curriculum, school policy, cross curricular approach, community
links, involvement of the whole school, project visibility, management skills,
European citizenship, equal opportunities
·
Evidence of good partnership
§
communication, activities, evaluation
o
Italy
·
Evidence of effects on students
§
subject skills, motivation
·
Evidence of effects on teachers:
§
subject skills, equal opportunities
·
Evidence of good partnership
§
communication, evaluation
o
Hungary
·
Evidence of effects on teachers:
§
foreign languages skills, motivation, social skills, European citizenship,
·
Evidence of effects on school
§
involvement of the whole school
·
Evidence of good partnership
§
Communication
o
Czech Republic
·
Evidence of effects on students
§
foreign language skills, social skills
·
Evidence of effects on teachers:
§
management skills
·
Evidence of effects on school
§
project visibility
·
Evidence of good partnership
§
Communication
o
Portugal
·
Evidence of effects on students
§
foreign language skills
·
Evidence of effects on teachers:
§
foreign language skills, teaching skills, European citizenship
·
Evidence of good partnership
§
Communication, evaluation
o
Holland
·
Evidence of effects on teachers:
§
subject skills, European citizenship
·
Evidence of effects on school
§
school policy, project visibility
·
Evidence of good partnership
§
communication, evaluation
o
Germany
·
Evidence of effects on teachers:
§
subject skills, teaching skills, management skills
·
Evidence of effects on school
§
project visibility
·
Evidence of good partnership
§
Communication
o
Romania
·
Nicolae Popoviciu School Beius
§
Evidence of effects on teachers:
o
foreign languages skills, ICT skills
§
Evidence of effects on school
o
cross curricular approach, involvement of the whole school, project visibility,
§
Evidence of good partnership
o
Communication
·
Ion Creanga High School Bucharest
§
Evidence of effects on teachers:
o
management skills, European citizenship
§
Evidence of effects on school
o
involvement of the whole school, project visibility
§
Evidence of good partnership
o
communication, evaluation
To make the project known:
o
We have presented the teachers during many Professorial Councils (in different
stages of the project), the way we are carrying out our activities.
o
we have achieved publicity panels which are exposed in the schools
o
articles had been written in the schools’ magazines
o
there had been organized meetings so the projects results could have been
shoed to the high schools’ teachers
o there had been
organized presentations at curricular areas level, national level and
European level (Comenius contact seminary- Sibiu September 2002)
Each team elaborated its own plan for local dissemination. The following
possibilities had been taken in consideration:
q
the local or central press
q
open classes and methodical activities
q
local, national, international presentations.
q
the project web page
How do you see the project developing in the future (new partners, new
topics, other EU projects….)?
We are intending to carry on with the project for another 2 years. Next
year we intent to expand the brief to include:
§
Evaluation on Geography, History, Arts
§
Quality evaluation methods concerning:
§Students’
achievements (knowledge, skills, attitudes)
§
The teaching –learning process (the quality of teaching, learning and of
evaluation as part of the teaching process)
§Management
and quality assurance in school
For the dissemination of a good practice and the competence achieved
looking at the evaluation we intent to propose a Comenius
3 project on “Evaluation and Quality Management in Pre-university Education”
Coordinator teacher :
Jidveian Olivia Maria