Etwinning

Assessment of an eTwinning project

In our school context, we could define assessment as the process whereby we can collect different kinds of information in order to make the right educational decisions. There is a pedagogical function, because it can be used to improve the teaching-learning process, and a valuation function, as it can be used to confirm or certify the achievement of certain kinds of learning by the end of a period.

When it comes to deciding what is to be assessed, we must select some criteria and indicators. In the document  CAssessment criteria for the quality label you can see what we use at the National Support Service to assess the awarding of a quality label. It can be very useful as a guide to plan activities throughout the project and at the end to reflect upon the objectives reached.

Students' assessment
At first, we do not always really know what kind of activity or tool is going to work in the classroom; that is why the assessment that students make of their own work and the activities is so interesting.
In the project Teaching each other students give their opinions in a presentation: what they liked most, learning languages, getting to know other cultures or talking to their virtual friends about their tastes and hobbies. They are the ones who assess the tools used.

In Getting Closer the idea is to use an on line questionnaire to find out the kids' opinion. Asking them what they liked most or other specific questions about learning English, added to the possibility of leaving suggestions, provides very productive information to assess the project.

In ICT You and me students use emoticons, which are symbols they are familiar with, to express their assessment of each activity of the project. This way to assess is very familiar and close to students. If this is added to the questionnaire attached, where they are asked to give their opinion about the project in general, the tasks in particular, their favourite tools (which can be selected from a very long list: Quiz Revolution, SmileBox, Blabberize...), the result is a really comprehensive assessment.

Teachers' assessment
An added value of the assessment document is how easy it is to distribute and transfer a project. Explaining the achievements and difficulties encountered and providing details of the process is not only a way to reflect upon the teaching/learning process, but it can also be used as a starting point or a reference for less experienced teachers, or just to encourage the reusing of ideas that work.
In the project My world, your world they use a timeline in Dipity to document the development of the project, which is a very practical idea to analise the timing of the tasks.

The assessment of An ET (winning) project between us consists of a detailed and extensive document where the planning and philosophy of each project are explained. It describes the integration in the study plan, coordination and collaboration mechanisms between participating schools, the planning of the ICT tools required for the activities, students' opinions about various aspects, benefits and results.

Basically, the term assessment does not refer to a procedure or specific type of document. It ranges from a reflective text on behalf of the teachers to a survey made by students, added to a valuation of final products or thorough rubrics. In any case, after months working on the project, we must search for a formula that allows us to analise the decisions made and the results reached. Assessment will become useful, both to improve the design of further activities and so that other teachers can learn from your experience.