© l.a.c.e. research group, 2003 university of cadiz eudoxos project teaching science with a robotic...

© L.A.C.E. Research Group, 2003University of Cadiz

Eudoxos ProjectTeaching Science with a Robotic Telescope

EVALUATION OF THE EUDOXOS PROJECT

• The evaluation processes that we suggest imply the research processes in the classroom.

• The value of a new innovation does not depend only on the quantity of students learn, but on more factors: the design, its implementation, teacher actions, quality of learning experiences, etc. An innovation includes everything.

• Evaluation and assessment

– Evaluation or broad view: evaluate the quality of the project and the role of the various components in delivering the service.

– Assessment or narrow view: evaluate the quality of educational service to individuals or groups of individuals, restricting the understanding of quality to its effect on students.

http://www.ellinogermaniki.gr/ep/eudoxos



SOME CHARACTERISTICS OF THE PROPOSED EVALUATION (I)

• The strategies and tools used in global, qualitative evaluation should be sensitive to social and educational phenomena, the ethos of the school and the needs of those directly involved.

• It should not artificially separate the cognitive, affective, connective, interactive and situational aspects of learning.




SOME CHARACTERISTICS OF THE PROPOSED EVALUATION (II)

• It should also allow the various social groups be involved to freely express their opinions, criticisms, uncertainties and problems.

• Evaluation must be subordinate to the natural complexity of learning, school-based knowledge, the process of teaching and the curriculum.

• Clarity, transparency, debate, consensus.




MAIN AIM OF THE EVALUATION

The main aim of the evaluation of the project is TO UNDERSTAND THE PROCESSES OF CHANGE that are caused by the use of the Internet-controlled telescope within the lesson plan framework.




ROLE OF PARTICIPANTS IN THE EVALUATION

The teachers and the students must be involved. They are the most appropriate to provide information and evaluate

the implementation of the project.

TEACHERS

- Link between DESIGN and the APPLICATION of

the project.

- Guarantee the appropriate use of the tools of the

evaluation.

STUDENTS

- They should actively participate in the collection

of information.

- They are the mostappropriate to comment on

the implementation.

EXTERNAL EVALUATORS

- Monitor the process, advising on the development

of the evaluation.

- On-line interviews.

- Final Report.




EVALUATION TOOLS

TEACHERS’ DIARY

STUDENTS´ PORTFOLIOS

INTER-SCHOOLCOLLABORATION JOURNAL




TEACHERS’ DIARY

• A tool for the collection and analysis of information that allows teachers:– to analyze what happens in their classroom.– to reflect on the teaching and learning processes

• How to use it:– Before the implementation: Initial evaluation to discover the usual

teaching and learning processes in the classroom.– During the implementation: Note the MOST RELEVANT moments in the

teaching and learning process.– After the implementation: Return to the initial ideas and analyze the

change that have occurred.




STUDENTS’ PORTFOLIOS

• A portfolio is a file in which EACH STUDENT keeps a record of the activities undertaken within the framework of the project.

• How a portfolio should be created and used:

– Before the implementation: Answer questions about students’ expectations of the project.

– During the implementation: Note details of activities done, make comments and assess the process followed.

– After the implementation: Overall assessment of the implementation of the project, re-read the answers written before the implementation of the project and respond to further questions.




INTER-SCHOOL COLLABORATION JOURNALS

• We propose: The Eudoxos Collaboration Forum

• The Inter-School Collaboration Journal will allow participants to note down the most significant aspects of this collaboration

• Each school will use a journal or file in which they note down these comments about the collaboration.

– Teachers’ Section• Entries about collaboration with teachers from other schools• Entries about collaboration with the coordinators of the project

– Students’ Section• Entries about collaboration with students from other schools




PHASES OF THE EVALUATION OF THE PROJECT

1st Phase: Exchange detailed information about participants. March 2003.

2nd Phase: Evaluation during the process of implementation of the project.

April, May and June 2003.

October, November, December 2003 and

January 2004.

Use of the evaluation tools:

Teachers’ Diaries

Students´ Portfolios

Inter-school Collaboration Journals

Analysis of the process of preparation: Lesson technical aspects (e-tool)

Analysis of the implementation process.

3rd Phase: Production of Summary Documents. January and February 2004.

Each school produces:

A summary of each evaluation tool.

Conclusions and recommendations.

To be translated into English.

4th Phase: Production of the Final Report: UCA´s responsibility. February and March 2004




WORK PLAN OF THE PROJECT

WP ACTIVITY 2002 2003 2004

WP5 Evaluation O N D J F MrAp

My Jn Jl Au Sp O N D J F M

5.1

5.2

5.3

5.4

5.5

5.6

Development of the research

plan

Draft Evaluationproposal

Exchange detailed

information about

the participants(1st Phase)

Evaluationduring

implementation (2nd Phase)

Summaries(3rd Phase)

Final Report(4th Phase)




SOME ASPECTS TO DISCUSS…

• Evaluation tools:

– Possibility of recording sessions on video

– Include analysis of photographs of students in class

– We are aware of the amount of work that carrying out the evaluation implies for teachers and students. There is a possibility of reducing the amount of work, whilst maintaining the three tools that we propose.

– Queries about the theoretical basis of the evaluation.

– Queries, proposals, ideas, suggestions…
