turkey-performance assessment of students
TRANSCRIPT
2015 – 2017
Erasmus+ KA2 Project
Karsiyaka Girne Secondary School
MULTIDISCIPLINARY FLIPPED LEARNING WITH ICT
PERFORMANCE ASSESSMENT OF STUDENTS
The 5th Project Meeting in Portugal(30 May – 01 June 2016)
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
CONTENTS
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.
WORKING SUBJECTS
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
• The goal of this performance assessment is to decide the level of
competence of the 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.
• This assessment strategy can be used to monitor students’ English
language skills, as well as their competence in particular areas.
AIM OF PERFORMANCE ASSESSMENT OF STUDENTS
• 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 Girne 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).
INFORMATION ABOUT GRAPHICS
Graphic 1 - Preparation of the project board
SEPTEMBER 2015
0
5
10
15
20
1 2 2 2 11
5
1
18 18 17
10
16
1
3
2
4321
In Graphic 1, the evaluation of the students’ performance on preparation of the project board is seen.
The
num
ber o
f stu
dent
s
OCTOBER 2015
0
5
10
15
20
4
9
3 2 1
16
9
16 17 18
2 1 1 1
Graphic 2.1 - Creating the project logo
4321
Graphic 2.1 shows the evaluation of the students’ performance on preparation of the project logo.
The
num
ber o
f stu
dent
s
OCTOBER 2015
0
5
10
15
20
1
7
11
11
6
2
18
63
19
14
Graphic 2.2 - Creating the project logo
4321
Graphic 2.2 shows the evaluation of the students’ performance on preparation of the project logo.
The
num
ber o
f stu
dent
s
DECEMBER 2015
0
5
10
15
20
1 1
64
12
6
2
1
5 4
5
13
15
1
15 16
9
Graphic 3.1 - Preparation a digital postcard – Mak-ing an e-guide about how to make a movie – Prepar-
ing a video about the students’ own school
4321
In Graphic 3.1, the evaluation of students' performance on preparing a digital postcard, making an e-guide about how to make a movie and preparing a video about the students’ own school is seen.
The
num
ber o
f stu
dent
s
DECEMBER 2015
0
5
10
15
20
3 2 2
6
10
2
17 16 17
5
1
17
2 1
8
4
1
1
5
Graphic 3.2 - Preparation a digital postcard – Mak-ing an e-guide about how to make a movie – Pre-paring a video about the students’ own school
4321
In Graphic 3.2, the evaluation of students' performance on preparing a digital postcard, making an e-guide about how to make a movie and preparing a video about the students’ own school is seen.
The
num
ber
of s
tude
nts
JANUARY 2016
0
1
2
3
4
4 4
1
4 4
1
3
1
2
Graphic 4.1 - Preparing a presentation about Cyberbullying (only for students who attended
the meeting in Italy)
4321
In Graphic 4.1, the evaluation of students' performance on preparing a presentation about Cyberbullying is shown.
The
num
ber
of s
tude
nts
JANUARY 2016
0
1
2
3
4
4 4 4
1 1
43 3
Graphic 4.2 - Preparing a presentation about Cyberbullying (only for students who at-
tended the meeting in Italy)
4321
In Graphic 4.2, the evaluation of students' performance on preparing a presentation about Cyberbullying is shown.
The
num
ber o
f stu
dent
s
FEBRUARY 2016
0
1
2
3
4
4 4 4 4 44
Graphic 5.1 - Preparing a presentation about the culture (only for students who attended
the meeting in Spain)
4321
In Graphic 5.1, the evaluation of students' performance on preparing a presentation about the culture is seen.
The
num
ber o
f stu
dent
s
FEBRUARY 2016
0
1
2
3
4
4 4 43
4
1
4
Graphic 5.2 - Preparing a presentation about the culture (only for students who at-
tended the meeting in Spain)
4321
In Graphic 5.2, the evaluation of students' performance on preparing a presentation about the culture is seen.
The
num
ber o
f stu
dent
s
MARCH 2016
0
5
10
15
20
2 1
55
6
16 17
2
12 1310
9
7
1 2
Graphic 6.1 - Preparing an e-guide about the culture
4321
In Graphic 6.1, the evaluation of students' performance on preparing an e-guide about the culture is seen.
The
num
ber
of s
tude
nts
MARCH 2016
0
5
10
15
20
1
4
1
17 17 17
72
17
1 1
7
11
41
Graphic 6.2 - Preparing an e-guide about the culture
4321
In Graphic 6.2, the evaluation of students' performance on preparing an e-guide about the culture is seen.
The
num
ber
of s
tude
nts
APRIL 2016
0
1
2
3
4
4 43
4 4
2
12
Graphic 7.1 - Preparing a presentation about the custom and etiquette (only for students who
attended the meeting in Latvia)
4321
In Graphic 7.1, the evaluation of students' performance on preparing a presentation about the custom and etiquette is seen.
The
num
ber o
f stu
dent
s
APRIL 2016
He/she
coop
erated
with
othe
r stud
...
His/he
r moti
vatio
n is h
igh
He/she
stud
ied co
nsist
ently
and p
ro...
He/she
comple
ted th
e work
on tim
e
He/she
publi
shed
the w
ork on
the e
-twinn
...
He/she
publi
shed
the w
ork on
face
...0
1
2
3
4
1
34 4 44 4
Graphic 7.2 - Preparing a presentation about the custom and etiquette (only for students who
attended the meeting in Latvia)
4321
In Graphic 7.2, the evaluation of students' performance on preparing a presentation about the custom and etiquette is seen.
The
num
ber o
f stu
dent
s
Based on the results of this study the following conclusions can be drawn:
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, the 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 tried to use computer programs properly especially while preparing presentations, logos and videos.
7. Mostly all students realized the responsibilities on the area at issue selflessly.
8. Mostly all students studied consistently and productively during the first year of the project.
9. Mostly all students tried to use the logos of Erasmus+ and NA on their products correctly.
10. Most of the students used the name of the project on their products.
11. Nearly all students published their works on Face group successfully.
CONCLUSIONS
11. Most of the students didn’t pay enough attention to define the sources on their products.
12. The main problem during the implementation process of Project’s first year was using the time efficiently. Most of the students never completed their products on time.
13. Most of the students couldn’t publish their products on e-twinning platform without any problems. It can be said that the students can be more active and successful about publishing the products on Face group than e-Twinning platform.
CONCLUSIONS
PREPARED BY
AYLA SAVASCIICT TEACHER
KARSIYAKA GIRNE SECONDARY SCHOOLIZMIR/TURKEY