spain performance assessment of students
TRANSCRIPT
2015 – 2017ERASMUS+ KA2 PROJECT
Miguel de Cervantes Secondary SchoolSeville (SPAIN)
MULTIDISCIPLINARY FLIPPED LEARNING WITH ICT
PERFORMANCE ASSESSMENT OF STUDENTS
The 5th Project Meeting in Portugal
(30 May – 01 June 2016)
CONTENTS
Working Subjects of FLwICT Project’s First Year
Aim of Performance assessment of Students
Information About Graphics
Graphics of the Students Performance September 2015 - Preparation of the project board October 2015 - Creating the project logo December 2015 - Preparation a digital postcard – Making an e-guide about how to make
a movie – Preparing a video about the students’ own school January 2016 - Preparing a presentation about Cyberbullying February 2016 - Preparing a presentation about the culture March 2016 - Preparing an e-guide about the culture April 2016 - Preparing a presentation about the custom and etiquette
Conclusions
WORKING SUBJECTS
• In 2015-2016 academic year, during the implementation process of Multidisciplinary Flipped Learning with ICT Project’s first year, the students of Girne Secondary School have studied about the subjects which are given below.
First Year - First SemesterImproving Digital Skills
First Year - Second SemesterImproving Intercultural Awareness
September 2015Preparation of the project board
February 2016Preparing a presentation about the culture
October 2015Creating the project logo
March 2016Preparing an e-guide about the culture
December 2015Preparation a digital postcard – Making an e-guide about how to make a movie – Preparing a video about the students’s own school
Aprial 2016Preparing a presentation about the custom and etiquette
January 2016Preparing a presentation about Cyberbullying
May 2016General evaluation of student’s products
AIM OF PERFORMANCE ASSESSMENT OF STUDENTS
• The goal of this performance assessment is to decide the level It can help
the teachers about which subjects to be given more special attention
while the students are working on the products.
• This assessment strategy can be used to monitor students’ English
language skills, as well as their competence in particular areas. of
competence of the students.
AIM OF PERFORMANCE ASSESSMENT OF STUDENTS
• This performance assessment also provides useful information to assess
whether the students improved their language skills or not throughout the
first year of the project.
• It can help the teachers about which subjects to be given more special
attention while the students are working on the products.
INFORMATION ABOUT GRAPHICS
• At the end of May, the evaluation form, which was prepared in order to assess the students’ all products was filled for each student monthly.
• This year, 20 students of Miguel de Cervantes Secondary School have participated in FLwICT project.
• The evaluations of our students’ performances are given in details as graphics.
• The scale level for each item represents;
• 1 (Poor), 2 (Average), 3 (Above average) and 4 (Superior).
SEPTEMBER 2015
Preparation of the project board
He/she cooperated with other students
His/her motivation is high
He/she studied consistently and
productively
He/she completed the work on time
He/she did the work selflessly
0
5
10
15
20
11 10 10 913
9 10 10 107
1
Superior
Above Average
Average
Poor
OCTOBER 2015
He/she used the computer program for designing the
logo properly
He/she designed really creative logo
He/she did the work selflessly
He/she cooperated with other students
His/her motivation is high
0
5
10
15
20
1 2 2
9
13
86
4
6
16
10
11
7
12
1
Superior
Above Average
Average
Poor
October 2015: Creating the project logo
OCTOBER 2015
He/she studied consis-tently and productively
He/she completed the work on time
He/she published the work on the e-twinning without any problems
He/she published the work on face group
0
5
10
15
20
1
4
4
11
5
4
5
8
15
5
8
7
3
Superior
Above Av-erage
Average
Poor
October 2015: Creating the project logo
DECEMBER 2015
He/she used the logos of Erasmus+ and NA correctly
He/she used the name of the
project
He/she defined the sources
He/she improved language skills
He/she took care to use proper English
language
He/she researched enough
0
5
10
15
20
10
3
7
5
4
5
42 2
3
8
8 1114
2
47 8 7
4
Superior
Above Average
Average
Poor
December 2015: Preparation a digital postcard – Making an e-guide about how to make a movie – Preparing a video about the
students’ own school
DECEMBER 2015December 2015: Preparation a digital postcard – Making an e-
guide about how to make a movie – Preparing a video about the students’ own school
He/she
coope
rated
with ot
her s
tud...
His/he
r moti
vatio
n is h
igh
He/she
stud
ied co
nsist
ently a
nd pr
od...
He/she
complet
ed th
e work
on tim
e
He/she
publi
shed
the w
ork on
the e
-twinni.
..
He/she
publi
shed
the w
ork on
face
...0
5
10
15
20
2 24
8
2
1012
10
10
2
6
86 6
10
2
10
8
2
Superior
Above Av-erage
Average
Poor
JANUARY 2016
January 2016: Preparing a presentation about Cyberbullying
He/she used the logos of Erasmus+ and NA correctly
He/she used the name of the project
He/she defined the sources
He/she improved language skills
He/she took care to use proper English
language
He/she researched enough
0
1
2
3
4
1
3
1
2
3
3
4
2
4
3
1
Superior
Above Average
Average
Poor
(only for students involved in the meeting in Italy)
JANUARY 2016
January 2016: Preparing a presentation about Cyberbullying
(only for students involved in the meeting in Italy)
0
1
2
3
4
4
3 3 3
1 1 1
3
4
1
Superior
Above Av-erage
Average
Poor
FEBRUARY 2016
February 2016: Preparing a presentation about the culture(only for students involved in the meeting in Spain)
He/she used the logos of Erasmus+ and NA correctly
He/she used the name of the project
He/she defined the sources
He/she improved language skills
He/she took care to use proper English
language
He/she researched enough
0
1
2
3
4
1 1
3
4
1
4 4
3
3
Superior
Above Average
Average
Poor
FEBRUARY 2016
February 2016: Preparing a presentation about the culture(only for students involved in the meeting in Spain)
0
1
2
3
4
1
3
4 4 4
2
3
2
1
Superior
Above Av-erage
Average
Poor
MARCH 2016
March 2016: Preparing an e-guide about the culture
He/she used the logos of Erasmus+ and NA correctly
He/she used the name of the project
He/she defined the sources
He/she improved language skills
He/she took care to use proper English
language
He/she researched enough
0
5
10
15
20
1
7
1917
19 1916
1
13
21 1
4
Superior
Above Average
Average
Poor
MARCH 2016
March 2016: Preparing an e-guide about the culture
0
5
10
15
20
1
9 6
1
19
1011
19
111
20 20
Superior
Above Av-erage
Average
Poor
APRIL 2016April 2016: Preparing a presentation about the custom and etiquette
(only for students involved in the meeting in Latvia)
He/she used the logos of Erasmus+ and NA correctly
He/she used the name of the project
He/she defined the sources
He/she improved language skills
He/she took care to use proper English
language
He/she researched enough
0
1
2
3
4
4 4 4 4
2
2
2
2
Superior
Above Av-erage
Average
Poor
APRIL 2016April 2016: Preparing a presentation about the custom and etiquette
(only for students involved in the meeting in Latvia)
0
1
2
3
4
4
3 3
4
0
4
1 1
2
2
Superior
Above Average
Average
Poor
CONCLUSIONS
1. The students have improved their English language skills throughout the implementation processes of the project’s first year.
2. Mostly all students tried to use proper English while preparing the works.
3. Mostly all students cooperated with each other while working on the their responsibilities.
4. As shown in Graphics, most of the students’ motivation was really high.
5. Mostly all students tried to use computer programs properly especially while preparing presentations, logos and videos.
CONCLUSIONS
6. Mostly all students assumed the responsibilities on the area at issue selflessly.
7. Mostly all students studied consistently and productively during the first year of the project.
8. Many students tried to use the logos of Erasmus+ and NA on their products correctly.
9. Many of the students used the name of the project on their products.
.
CONCLUSIONS
10. Few students published their works on Face group successfully.
11.Most of the students didn’t pay enough attention to define the sources on their products.
12.Mostly all students used the time efficiently. Most of the students completed their products on time.
13.Most of the students couldn’t publish their products on e-twinning platform without any problems
.
CONCLUSIONS
Summing up, we consider , in general, the implementation of the project in our school has been very successful and profitable, achieving the main goals defined.
Nevertheless, it can be said that the students must be more active about publishing the products on Face group and e-Twinning platform. And they have to paid more attention to define the sources of their products.
PREPARED BY
JOSÉ LUIS LEÓN GONZÁLEZTECHNOLOGY TEACHER
MIGUEL DE CERVANTES SECONDARY SCHOOLSeville/ SPAIN