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Joint Activity Report
Project Title: SEATL-P System of evaluation for the assistance of the teaching-learning process
2nd Gymnasio Lamias Lamia Greece -partner
Liceo
Scientifico ‘Leonardo Da Vinci’ Sora Italy -partner
Scoala
cu clase I-VIII “Nicolae Popoviciu”
Beius Romania -partner
Stredni Zdravotnicka Skola V Vyssi Zdravotnicka Skola
Vsetin Czech Republic -partner
Raayland College Venray Netherland -partner
Staatliche
Fachoberschule und berufsoberschule Kaufbeuren
Germany -partner
Stredni Zdravotnicka Skola Praha Czech Republic -partner
1.
What activities have been carried
out by the partnership in the past school year?
·
Organizing
activities
o The
elaboration of the working plan and the evaluation plan
o The
establishment, at each school level, of :
·
the
instruments (created during the first year of the
project) for assessment and evaluation of
the students achievements, to
implement and to improve
·
the
domains, areas, performances indicators for
the evaluation of school’s performances ,
to study/create and to use
o the creation of the European Information Office
in Ion Creanga High School in Bucharest
o the
selection of the students who will participate in the project meeting in
Romania
·
Individual
and team study/research/training cources
focused on different topics related to the project:
o
Management and
quality assurance;
o School
development process;
o Benchmarking
in quality school management;
o Managing the evaluation;
o Assessment of students achievement;
o MICE instruments for project evaluation.
·
Constructing
activities
o The
creation of the list with domains, areas
and performance indicators to use by each school for the evaluation of the
quality in school ( Italian schools-internal/external communication, German
school-ethos/climate, Romanian school Beius-school resources, Praha Czech
School-school management, Portuguese School-school comunity, Greece
school- school administration, Holland school –the pupils progress, Bucuresti Romanian school-management and
quality assurance and ethos Vsetin Czech school-ethos/climate and parents assessment, Hungarian school –school
community)
o
Creating and presenting reports about the
implementation and the improvement of the evaluation istruments for student’s
achievement ( Bucharest school Romania
-students portfolio for science, student’s interest for studyng sciences,
students attitude, Greece school- student’s research skills, students reading
authonomy, Italiann schools –students skills in foreign languages, Holland and Germany schools –interest for studying
math and sciences, student’s attitude, Portugal-observation grid, peer
observation and group observation, the
extensive reading grid, Beius Romanian
and Hungarian schools-student’s interest in studying math and science, student’s
foreign languages skills, Czech schools –student’s foreign languages skills)
o
Elaboration of the
instruments and methodology of evaluation the performances/quality management
in school
o Printing the
guide for self-evaluation of school quality
o Implementation of
methodology of evaluation at the local level
o Updating
the project web pages http://www.prof2000.pt/users/mcas/seat-lp/index.htm
(web page created and updated by the Portuguese team) and http://www.scgenerala.s5.com/glines.html (web page created and updated by the Romanian
team from Beius).
·
Dissemination
activities: articles in the school’s magazines,
information panels at each school level, presentation of the first year results
durring the project meeting in Greece, participation to the Comenius 3
Conferince I-ProbeNet and distribution of the book written during the first
year of the project, Comenius week (dissemination seminar, radio and TV
dissemination).
·
Project
self-evaluation activities (of the progress) using
MICE instruments-each school established fields and instruments for
self-evaluation
·
Mobilities:
o project
meetings (1-2 teachers from each partner school) in Greece and Romania (at the
project meeting in Romania participated teachers and 25 students)
o study
visit : from Italy to Romania and from Romania to Germany
o teacher
exchanges:
|
From |
Liceul Ion Creanga Bucuresti Romania |
To
|
|
|
|
2nd GYMNASIO LAMIAS Lamia Greece |
|
Portugal- 3 teachers, Beius Romania –1
teacher |
|
|
Liceo Scientifico
Leonardo da Vinci Sora Italy |
|
Greece-1 teacher, |
|
|
Scoala cu clase
I-VIII Nicolae Popoviciu Beius Romania |
|
|
|
|
Stredni
Zdravotnicka Skola V Vyssi zdravodtnicka skola Vsetin Czech Republic |
|
Italy –1 teacher, Portugal –1 teacher |
|
|
Escola Secundaria
de Jose Estevao |
|
|
|
|
Instituto
Comprensivo di Arce |
|
Germany-1 teacher, |
|
|
Staatliche Fachoberschule und berufsoberschule Kaufbeuren Germany |
|
|
During this year there were internal and external obstacles. At the intern level 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. There were big differences between the grants
received by the partners schools. Because of this, for some of the schools
there were financial problems with the participation of the students to the
project meeting in Romania.
2. What
kind of products have been produded in the course of the past school
year?
q
A self-evaluation guide of the educational
system ( created in collaboration of all the local teams) that will contain:
·
Performance indicators
·
Evaluation methods and instruments (around of 50 drafts of evaluation instruments)
·
Practical examples of the self-evaluation in
some key-domains (each team selected the domains of interest for his/her own
school) of Management and quality assurance
q
two web pages of the project (created and
updated by the Portuguese team and the Romanian team from Beius)
q
Articles in the competent press (each team
at local level)
q
Publicity panels in each school
q A
CD-rom with the project materials
Each local team selected one or more areas of school activities, to be evaluated and for the selected areas created/adapted and used evaluation instruments. During the selection we tried to cover all the areas of schools activities. The partner schools ‘ options were:
·
Greece :
·
Evaluation
query appliance in English, which was developed by the Portuguese school.
·
An evaluation query developed by the German school,
was translated and given to the teachers of the school , by the students.
·
A
general evaluation query of the school also developed by the German school was
given out.
·
An evaluation tool of the quality of the school’s
management has been developed and used
at school level
·
Italy: the both schools
·
For
implementation of evaluation we have chosen the following instrument : Portuguese material about English language - the Peer Observation
Grid
·
The area of school quality
selected was internal/external
comunicationcommunication and the
instrument created for the evaluation of the area was Educational Competencies and Skills Portfolio
with the contents: Monitoring form, Observation Grid, Observation Language
skills, observation Scientific skills, Observation Technological Skills,
Observation Historical-Social-Economical Skills, Course Two/Three Years Form,
Two/three years final Certification, Final Report.
·
·
School
from Vsetin:
·
Evaluation
of the climate in school –two kinds of essays and evaluation rules
·
Evaluation
of students’ language skills- they created a multiple choice test with 20
questions, divided into four parts according to the topic: Geography, Culture
(in the general sense) and Sport, Politics, History
·
Identification
of risk areas of life of adolescents (they created/adapted and used 7
questionnaires for students and 7 questionnaires for parents for the next
areas: leisure, behaviour, health, friends, family, school, habits.)
·
School
from Praha:
·
Questionnaire
for students to improve school work
·
Questionnaire
for the Internal evaluation of the
school
·
· Instruments for class observation. (attitudes and values, oral comprehension and production)
· School evaluation. – Climate : School – Family Relationship, Class Tutor-Parents relationship, Parents’ Association (Questionnaire to the President of the Parents Association, Grid to analyse notes and meeting minutes resulting from contacts between the class tutor and parents, Questionnaire for parents: School – family relationship, Questionnaire for Parents: The school ethos)
·
Netherland:
·
Implementation
of instruments to evaluate: Students attitude using Checklist (created by the team from
·
Drawing
up and implementation an Observation Checklist to evaluate students’ interest
to study science and math
·
Germany:
·
Implementation
of Group work Checklist
·
Attitude
– interest for studying math and science- Observation Checklist
·
Drawing
up and implementation of Questionnaire for teachers to evaluate Climate of school
·
Hungary:
·
Implementation of instruments to evaluate
students’ skills and attitudes(Checklist
for Evaluation tools for observation -interest for study Mathematics, Checklist for reading behaviour, autonomy for
national language)
·
School evaluation – Climate (Requirement and
satisfaction of parents with the work of the school, Survey to assess the atmosphere in the school)
·
Romania:
·
School from Beius:
·
The assessment of the internal and external communication using “The Pyramid for the Student’s Needs”.
·
School’s
resources (questionnaire for the identification of devices and didactical
means, library, IT and Media, and human resources).
·
School from Bucharest:
·
Implementation of instruments to evaluate
students’ attitude-interest for studing sciences (Portfolio with Checklist
created by Portuguese team and Observation Checklist created by the team from
Holland)
·
Identifying and evaluation of the school
culture (Instruments used: Agenda for meeting
with students, Organization Health Survey (checklist), Questionnaire for
identifying cultural levels (typology of G. Hofstede), Questionnaire – The
behaviour of management and teaching staff – ethical representations,
Questionnaire for finding the sociability and solidarity levels in the
organization, Questionnaire – Behaviours. Management decentralisation level,
Questionnaire – The school organization: the mechanicist/organic organization.
The school organization: the culture of the organization (checklist),
Questionnaire for identifying the hidden personal values set, Questionnaire for
the leader’s emotional intelligence profile,
Survey for the Leader (headteacher), Observation checklist (students’
perception of teacher activity), Checklist
for students perception of teacher.)
All the local teams used as instruments for the selection of the students who participated to the project meeting in Romania the essays with positive and negative aspects about the school.
The printed guide for self evaluation of quality in school will be distribute to the teachers in the partner schools and to other schools in the local areas. Also our work will be presented in the Comenius 3 I-Probenet Conferince on September In Gratz. The project web pages contains our work and it can be accesed by who is interested.
The first reports about the implementation of the instruments created during the first year of the project were presented at local level, in special sesions organized during Comenius Week.
3.
What kind of specific and concrete
measures, if any, have been taken within the project to:
• facilitate the participation of pupils with special
educational needs
·
for the
evaluation of the educational–instructive process we created some performance
indicators. For establishing these indicators, we collaborated with the
school’s counselors and psycho-pedagogues and we took in view the general
characteristics of the learning–teaching process as well as of the personalized
and flexible learning methods.
·
to established some indicators that allow the
identification of the pupil’s
intelligence types and of the individual needs of training and learning.
·
We
tried to create a balance between
comparative evaluation of the pupil’s results and the added value of the
learning process, added value, which takes into account of the initial level
and of every student’s needs and characteristics. Thus, even if the pupils are
not involved directly in the creation of the evaluating methodology, all the
students from the partner schools, including the ones with special needs, will
benefit from the results of this project.
·
ensure equal opportunities for the participation of
female and male pupils and staff?
§
the working teams include (having equal
rights) female and male teachers.
§
the evaluation instruments were created as
not to depend on gender and are used for
boy–students as well as for girl–students.
§
the Romanian team created few instruments to
identify the gender discrimination at school level
§
as for the school evaluation, we established
the achievement indicators, which
emphasize the fact that females and males (teachers and students) are
given equal chance in the school.