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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