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.