Download - Students performance
2015 – 2017Erasmus+ KA2 Project
MULTIDISCIPLINARY FLIPPED LEARNING WITH ICT
EVALUATION OF STUDENTS’ PERFORMANCE
5th Project Meeting in Portugal
Daugavpils Saskanas school, Latvia (The First Year of the Project)
Aim of the Evaluation of Students’ Performance
To follow the students’ progress
To find out whether doing project activities develope students’ language skills,
IT skills as well as personal skills
To define possible difficulties and skills which need further improvement
First Year - First Semester Improving Digital Skills
First Year - Second Semester Improving Intercultural Awareness
September 2015 Preparation of the project board
February 2016 Preparing a presentation about the culture
October 2015 Creating the project logo
March 2016 Preparing an e-guide about the culture
December 2015 Preparation a digital postcard – Making an e-guide about how to make a movie – Preparing a video about the students’ own school
April 2016 Preparing a presentation about the custom and etiquette
January 2016 Preparing a presentation about Cyberbullying
May 2016 General evaluation of student’s products
This year, 20 students of Daugavpils Saskanas School have participated in
FLwICT project.
The evaluations of our students’ performances are given below in charts. The
scale level for each item represents the least positive value 1 (Poor), 2 (Average),
3 (Above average) and 4 the most positive (Superior).
Graphic 1 - September 2015: Preparation of the Project Board
Graphic 1 shows that all the
participants were motivated and
cooperative while working on the task. Also most of the students worked consistently and productively. However, 5 students (20%) couldn’t completed the work on time.
Graphic 2 - October 2015: Creating the Project Logo
Creating the Project Logo
We can state that: Mostly students were motivated and tried to design a creative logo on time. Most of the students published their work on Face Group. Half of the students didn’t use any computer programme, as they got used to drawing by hand.
5 students didn’t complete their work on time as they can’t manage their time effectively.
All in all, most of the students stated that they enjoyed doing creative tasks.
Graphic 3.1 - December 2015: Preparation a digital postcard – Making an e-guide about how to make a movie – Preparing a video about the students’ own school
Graphic 3.2 - 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 2015: Preparation a digital postcard – Making an e-guide about how to make a movie – Preparing a video about the students’ own school
Graphics 3.1 and 3.2 show that students’ answers were rather diverse. As it was the first really challenging task for them.
It can be seen that mostly students were motivated, cooperative and worked consistently and productively.
Almost all students agreed that they improved their language skills. However, they didn’t manage to fulfill all conditions applying to product design and content. For example, some students didn’t use the logos or define the source.
Also, some students admitted that they didn’t research enough or take care to use proper English without reminder.
Graphic 4 - January 2016: Preparing a presentation about Cyberbullying
Graphics 4 shows that all the participants of the Meeting in Italy were very satisfied with their work.
Particularly students emphasized cooperation with their peers.
Graphic 5 - February 2016: Preparing a presentation about the culture
Four students participated in Spain Meeting.
According to the responses they didn’t have any difficulties doing this task. All students evaluated their work as “above average” and “superior”
March 2016: Preparing an e-guide about the culture
April 2016: Preparing a presentation about the Customs and Etiquette
The students who participated in the meeting in Latvia fulfilled all the requirements for students’ work.
Also students stated that they cooperated with peers and improved their language skills. It can be seen that students were motivated, worked consistently and productively and published their work on Face Group.
Conclusions
The students have improved their English language skills while working on the project
• Mostly all students tried to use proper English while preparing the works.
• Most of the participants cooperated with each other while working on the project tasks.
• As the Graphics show, the students’ motivation was really high.
• Mostly students tried to use computer programs properly especially while preparing presentations and videos.
• Most of the students are aware of their responsibilities in the project
• Mostly all students studied consistently and productively during the first year of the project.
• The vast majority of students tried to use the logos of Erasmus+ and NA, as well as the name of the project on their products correctly.
• Almost all students published their works on Face group successfully.
Thus, we can state that while working on the project students
improved their language, developed IT skills and communication
skills as well as personal skills, such as responsibility and
creativity
Problems:
• Most of the students didn’t pay enough attention to define the sources on their products.
• It turned out that the main problem for students while working on the project tasks is time management. Most of the students found it difficult to complete their work on time.
• Most of the students didn’t publish their products on e-twinning platform by themselves but asked the teacher to do it.