E Monitoring ICT And - Wikispacesict4-science-maths-english-tanzania.wikispaces.com/file/view... · 4 The Monitoring and ... Teacher reactions to project ICT ... The workshop facilitators

Monitoring

And

Evaluation Tools

M&E from National to Local Level

M&

E Too

l s for SM

E-ICT P

roje

ct (20

11

-20

13

)

The United Republic of Tanzania

2

Acknowledgement

The Ministry of Education and Vocational Training in collaboration with

GESCI developed the Monitoring and Evaluation tools with financial

support from Sida.

Copyright

Ministry of Education and Vocational Training

3

Table of Contents

The Monitoring and Evaluation Framework ................................................................................................. 4

Level 1: Participants’ Reactions - Workshop Capacity Building Programme ............................................ 5

The Workshop Evaluation Tool ............................................................................................................. 5

Workshop Evaluation Sheet ...................................................................................................................... 6

Level 2: Teacher Learning – ICT Competencies in SME ............................................................................. 8

The TPACK Teacher Self-Assessment Tool ............................................................................................ 8

The E-Diary Reflection Tool ................................................................................................................... 9

The E-Portfolio Tool .............................................................................................................................. 9

TPACK Teacher Self-Assessment ............................................................................................................. 10

E-Diary ..................................................................................................................................................... 16

E-Portfolio ............................................................................................................................................... 31

Level 3: Organziational Support – Schools and Zones ............................................................................ 37

The School Visit Protocol Instrument ................................................................................................. 37

School Visit Protocol ............................................................................................................................... 38

Level 4: Teacher Application – ICT in SME .............................................................................................. 41

The TPACK Classroom Observation Protocol ...................................................................................... 41

The Lesson Reflection Framework ...................................................................................................... 42

TPACK Classroom Observation Protocol ................................................................................................. 43

Teacher Reflection Framework ............................................................................................................... 49

Level 5: Student Learning – Project Outcomes ....................................................................................... 51

The Student Survey Tool ..................................................................................................................... 51

ICT Student Questionnaire ...................................................................................................................... 52

Tool Sources ............................................................................................................................................ 54

Appendix 1: Five Level Framework for M&E Implementation................................................................ 57

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The Monitoring and Evaluation Framework

The monitoring and evaluation of the ICT integration in teaching and learning Science,

Mathematics and English in the ICT-SME pilot project will be measured at five levels. The goal is

to systematically assess the impact of professional development for ICT use in teaching and

learning of Science, Mathematics and English from workshop capacity building to classroom

implementation levels. Information will be collected and analysed at each level of project

influence.

The levels for monitoring and evaluating project influence can be described as follows:

Level 1 – Teacher reactions to project ICT professional development workshops

Level 2 – Teacher learning related to competencies and skills for ICT use in SME

Level 3 – Organzational support for project implementation in schooling practice

Level 4 – Teacher application of knowledge and skills in professional practice

Level 5 – Student outcomes in relation to cognitive, affective and psycho-motor domains

As each level of project implementation builds on the previous one, success at one level is

usually necessary for success at the higher levels. The following sections present the tools,

frameworks, roles and responsibilities for implementation of the five different levels of

monitoring and evaluation of the ICT-SME pilot project.

5

Level 1: Participants’ Reactions - Workshop Capacity Building Programme

The ICT in Science Mathematics and English workshops will take place throughout the pilot

period to develop teacher competency for ICT use in Science Mathematics and English teaching

and learning. The workshops will focus on developing teacher competence at three levels:

beginner level capability in basic ICT skills; intermediate level capability in technology literacy

for applying ICT in subject teaching; and advanced level capability to integrate technology use

in the teaching of Science and Mathematics and English by way of teacher design teams.

The first level of monitoring and evaluation focuses on the teacher reaction to the workshops.

The purpose is to understand what is working and not working during the workshop processes

and develop strategies for improving workshop design and facilitation.

The Workshop Evaluation Tool

The workshop evaluation tool will be introduced during the workshop processes at each level

to gather information on teachers’ initial satisfaction with the workshop experiences. The tool

assesses teachers’ satisfaction with the adequacy of the workshop content objectives,

coverage, support material, methodology, presentations, facilitation, time management. The

tool includes open ended questions for assessing the teachers key learning points and how

useful the learning will be for the teachers’ practice. There are opportunities for the teacher to

clarify what can be improved in the workshop processes.

Who can use the tool? The workshop evaluation tool will be used by the participants at the end

of each workshop day. The tool can be used in online (softcopy – monkey survey) or offline

(hardcopy - survey) formats.

The workshop facilitators will ensure that participants fill out the evaluation form at the

end of each workshop day

The national project management team will analyse the data and prepare reports from

the participant surveys gathered online/ offline from all workshop sites across the zones

of project pilot implementation.

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Workshop Evaluation Sheet

PROJECT FOR ICT USE IN SCIENCE, MATHEMATICS AND ENGLISH

The MoEVT and GESCI are committed to quality through continuous reflection and improvement

on workshop programmes. It is critical to get your feedback on the workshop process as it will

assist the facilitation team to maintain and improve the quality and relevance of workshop

content and discourse and will also help us in modifying and improving activities to meet the

needs of our participants.

1. Please tick √ the appropriate column for rating the quality of the workshop sessions:

Disagree Strongly

Disagree Agree Agree

Strongly

Workshop Content

The module objectives and outcomes gave me a good idea what to expect in the workshop

I found the workshop sessions covered appropriate topics to assist me to develop ICT basic skills

I found the workshop sessions covered appropriate topics to assist me to apply ICT in Science, Mathematics and English (SME) subjects

I found the materials in the main module and the resource module to be supportive

I found the CD-ROM materials to be useful and interesting

I felt the interactive methodology of the group tasks and plenary sessions to be appropriate & stimulating

Workshop Process

I was able to follow the topic activity tasks and plenary presentations

I have been exposed to some new ideas by colleagues in group work and plenary discussions

I found the time allotted for interaction/discussion was adequate

The facilitator supported the workshop participants well throughout the workshop

Time management throughout the workshop was effective and efficient

Workshop Follow-up

I will personally use skills, resources and ideas I learned here in the subjects I teach

I will pass on resources and ideas I learned about here to other teachers in my school and zone

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2. What were the best / most helpful aspects of the workshop from your perspective?

a. ______________________________________________________________________

b. ______________________________________________________________________

c. ______________________________________________________________________

3. What were the weak points of the workshop?

a. ______________________________________________________________________

b. ______________________________________________________________________

c. ______________________________________________________________________

4. What was the best idea/ learning that you picked up during this workshop?

a. ________________________________________________________________________

b. ______________________________________________________________________

c. ________________________________________________________________________

5. How did the workshop contribute to your professional growth?

a. ________________________________________________________________________

b. ______________________________________________________________________

c. ________________________________________________________________________

6. Other comments:

a. ______________________________________________________________________

b. ______________________________________________________________________

c. _______________________________________________________________________

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Level 2: Teacher Learning – ICT Competencies in SME

The ICT in Science Mathematics and English workshops will take place throughout the pilot

period to develop teacher competency for ICT use in Science Mathematics and English teaching

and learning. The workshops will focus on developing teacher competence at three levels:

beginner level capability in Basic ICT skills; intermediate level capability in technology literacy

for applying ICT in subject teaching; and advanced level capability to integrate technology use

in the teaching of Science and Mathematics and English by way of teacher design teams.

The second level of monitoring and evaluation focuses on the quality of teacher learning in the

workshop process. Samples of teacher self-assessment and e-diary/ e-portfolio artifact tools

will provide information on the quality of learning in workshop provision. The purpose is to

clarify the level of participant knowledge and skills development as a result of the workshop

processes and to use the information to continually improve and upgrade workshop content

from phase 1(basic skills) to phase 2 (applying ICT in SME - basic technology literacy) to phase 3

(Applying & Infusing ICT in SME – technology literacy/ knowledge deeping.

The TPACK Teacher Self-Assessment Tool

The TPACK teacher self-assessment tool is a questionnaire for measuring teacher competency

in applying technology, pedagogy and content knowledge (TPCK) in teaching and learning of

Science, mathematics and English (SME) subjects.

Who can use the tool? The self-assessment tool can be used by teachers at the beginning of

workshops 2 (applying ICT in SME) and 3 (integrating ICT in SME) with the facilitation fot he

workshop tutor. Ideally the tool could also be digitized and self-administered by teachers where

they would receive immediate feedback on their level of comptency and what areas they need

to focus on for continuous professional development.

The workshop facilitators will ensure that participatns fill out the self-assessment at the

beginning of workshops 2 and 3

The national project management team will analyse the data and prepare reports from

the participant self-assessment surveys gather online/ offline from all workshop sites

across the zones of project pilot implementation.

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The E-Diary Reflection Tool

The e-diary is a teacher reflection tool that is integrated into workshop activities. The tool is designed to encourage teachers to a) reflect on past teaching experiences; b) reflect on the way they teach now; c) reflect on the way they experience the activities in the workshop module; d) reflect on change as they experiment with technology use in their classroom practice.

Who can use the tool? The e-diary will be used by teachers during workshops 1, 2 and 3.

Teachers will be encouraged to continue to use the diary when they return to their schools by

way of lesson reflection frameworks (see next sections).

The workshop facilitators should gather samples (photocopies) of e-diaries from each

workshop to demonstrate the quality of teacher reflection coming out of workshop

activities.

The school visit teams (college tutors, inspectors and national teams) can also gather

samples of teacher reflection diaries and frameworks as part of the school visit

programme.

The national project management team will analyse the diary and teacher reflection

artifacts and include these assessments in montiroing and evaluation reports.

The E-Portfolio Tool

The e-portfolio is a collection of documents and artefacts that can be used for assessing/ monitoring the work produced by participants as they complete modules in each workshop programme. The e-diary is a teacher reflection tool that is integrated into workshop activities. The tool is designed to

encourage teachers to a) reflect on past teaching experiences; b) reflect on the way they teach now; c) reflect on the way they experience the activities in the workshop module; d) reflect on change as they experiment with technology use in their classroom practice. Who can use the tool? Teachers can use the e-portfolio to store and review all of the documents and artifacts (PowerPoint presentations, lesson plans, concept maps etc) that they produce during the workshops. They can share their portfolio documents/ artifacts with other teachers in their schools when they return to their schools from the workshops. They can use their portfolio documents/ artifacts as a reference to retrieve and apply workshop ideas, concepts and artifacts (lesson plans/ group work activities etc) in classroom practice.

The workshop facilitators should gather samples (photocopies) of teacher protfolios to

demonstrate the quality of products that teachers have developed in workshop

activities.

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samples of teacher portfolios as part of the school visit programme.

The national project management team will analyse the portfolio workshop/ school visit


TPACK Teacher Self-Assessment

Teacher Competencies in Applying Technology, Pedagogy and Content

Knowledge (TPACK) in Teaching and Learning Science, Mathematics and English

(SME) subjects

This questionnaire is prepared to assist teachers in assessing their competencies in ICT use. The

questionnaire contains statements to help teachers evaluate their technological pedagogical content

knowledge (TPACK).

This tool should be administered at the beginning of modules 2 and 3 as teachers prepare to integrate

ICT use in their subject areas.

A: Personal Information

Fill in the blanks

1. Name: ………………………………………………………………………………

2. Gender: Male ……….. Female……………….

3. Your Age ………………… years

4. Teaching experience………………….

5. School: …………………………………………………………………………….

6. District: …………………………

7. Region: …………………………………………….

8. Zone: ………………………………………………………

Tick as appropriate {put √)

9. Subjects of Specialization …………………and……………………………..

10. Teaching subject(s), currently………………….. Experience in Teaching current subject (s) [ ] No experience

[ ] Less than one year [ ] One to five years

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[ ] More than five years

11. Level of education [ ] Secondary education (A level) with a teaching license [ ] Diploma in secondary education [ ] Bachelor’s degree

[ ] Master’s degree [ ] Others, state……………………………..

12. Do you have a personal computer (Laptop or desktop) at home [ ] Yes [ ] No

13. If yes, do you have access to internet

[ ] Yes [ ] No

14. How often do you use a computer?

[ ] Never [ ] Occasionally [ ] Seldom [ ] Frequently [ ] Always

15. How often do you use internet in your personal computer?

[ ] Never [ ] Occasionally [ ] Seldom [ ] Frequently [ ] Always

B: This section contains TPCK statements which requires teacher respondents to select the appropriate

answer: 1, 2, 3 and 4 which represents SD (strongly disagree), D (disagree), A (agree) and SA (strongly

agree) respectively. Teachers should circle the appropriate number in accordance to the level of their

agreement in a given item.

TPACK Statements SD D A SA

Technological Knowledge (TK)

1 I can use technology without problems 1 2 3 4

2 I can learn technology easily 1 2 3 4

3 I know a lot about different technology tools 1 2 3 4

4 I have the technical skills 1 2 3 4

5 I keep up with important new technologies 1 2 3 4

6 I know how to solve basic technical problems 1 2 3 4

7 I frequently play around with technology 1 2 3 4

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8 I can use animation, simulation or data logging to demonstrate a lesson to

students

1 2 3 4

9 I can use an Internet search engine (such as Google, msn, Yahoo, ask.com

etc.) to find current information on a topic that I teach

1 2 3 4

Content Knowledge (CK)

Please tick the science subject you will make reference to in the next session

Physics Biology Chemistry

For Science teachers only

10 I have sufficient knowledge about Science 1 2 3 4

11 I have alternative ways and strategies of developing my

understanding of Science

1 2 3 4

For Mathematics teachers only

12 I have sufficient knowledge about Mathematics 1 2 3 4

13 I have various ways and strategies of developing my

understanding of Mathematics

1 2 3 4

For English teachers only

14 I have sufficient knowledge about English 1 2 3 4

15 I have alternative ways and strategies of developing my

understanding of English

1 2 3 4

Pedagogical Knowledge (PK)

16 I can use a wide range of approaches in a classroom setting 1 2 3 4

17 I can adapt my teaching based upon what students currently

understand or do not understand.

1 2 3 4

18 I know how to assess student performance in a classroom. 1 2 3 4

19 I can assess student learning in multiple ways. 1 2 3 4

Pedagogical Content Knowledge (PCK)

Please tick the science subject you will make reference to in the next session

Physics Biology Chemistry

For Science teachers only

20 I can select effective teaching approaches to guide

student thinking and learning in Science.

1 2 3 4

For Mathematics teachers only

21 I can select effective teaching approaches to guide 1 2 3 4

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student thinking and learning in Mathematics.

For English teachers only

22 I can select effective teaching approaches to guide

student thinking and learning in English.

1 2 3 4

Technological Pedagogical Knowledge (TPK)

23 My ICT in SME workshop attendance has caused me to think more deeply about how technology could influence the teaching approaches I use in my classroom

1 2 3 4

24 I can use technology to enhance students interaction in the subject I teach

1 2 3 4

25 I can use technologies to improve my teaching 1 2 3 4

26 I can effectively manage technology in the classroom 1 2 3 4

27 I can use technologies to engage students in active learning 1 2 3 4

28 I can use technologies to assess student learning 1 2 3 4

29 I am thinking critically on how I can use technology in teaching 1 2 3 4

30 I can adapt the use of technology to different learning activities 1 2 3 4

31 I can use technology to support students in learning complex concepts in

topics

1 2 3 4

Technological Content Knowledge (TCK)

32 I can choose technology that enhances content for a lesson I teach 1 2 3 4

33 I can choose technologies that enhances students’ learning for a lesson 1 2 3 4

34 I can use technology to help students visualize things that would otherwise

be difficult to observe.

1 2 3 4

35 I know a variety of technologies that can be used to present a lesson in the

classroom

1 2 3 4

36 I can use technology for preparing lessons 1 2 3 4

37 I can use technology for finding digital learning resources 1 2 3 4

38 I can use technology for designing my own digital learning resources 1 2 3 4

39 I can use technology to access web resources for the subject I teach 1 2 3 4

40 I can choose technology that enhances content for a lesson I teach

For Science Teachers Only

41 I know about the technology I can use for students’ understanding and

doing Chemistry

1 2 3 4

42 I know about the technology I can use for students’ understanding and

doing Physics

1 2 3 4

43 I know about the technology I can use for students’ understanding and 1 2 3 4

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doing Biology

For Mathematics Teachers Only

44 I know about technologies that I can use for students’ understanding and doing Mathematics

1 2 3 4

For English Teachers Only

45 I know about technologies that I can use for students’ understanding

and doing English

1 2 3 4

Technological Pedagogical Content Knowledge

46 I can choose technology to use in my classroom that enhances what I

teach, how I teach and what students can learn

1 2 3 4

47 I can use strategies that combine content, technology and teaching

approaches that I learned at the workshop, in my own teaching

1 2 3 4

48 I can choose technologies that enhance the content for a lesson. 1 2 3 4

49 I can provide leadership in helping others to coordinate the use of content,

technology and teaching approaches at my school

1 2 3 4

For Science Teachers Only

50 I can teach a lesson that combine Chemistry, technologies and teaching

approaches

1 2 3 4

51 I can teach a lesson that combine Physics, technologies and teaching

approaches

1 2 3 4

52 I can teach a lesson that combine Biology, technologies and teaching

approaches

1 2 3 4

For Mathematics Teachers Only

53 I can teach a lesson that combine Mathematics, technologies and teaching

approaches

1 2 3 4

For English Teachers Only

54 I can teach a lesson that combine English, technologies and teaching

approaches

1 2 3 4

Technology Skills

55 I feel competent using a word processor and graphics to develop lesson

plans

1 2 3 4

56 I feel competent using email to communicate with colleagues 1 2 3 4

57 I feel competent using the world wide web to find educational resources 1 2 3 4

58 I feel competent using open and free software to enhance my teaching of

concepts

1 2 3 4

59 I feel competent about teaching secondary school students appropriate

information technology skills and knowledge

1 2 3 4

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60 I feel competent working with students in various ICT environments (such

as laptops in the classroom, stand-alone and networked computers,

computer labs etc).

1 2 3 4

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E-Diary

What is an e-Diary? An e-diary is a tool that the teacher can use for reflecting on the experiences, learning and practices developed through the module activities.

The role of the e-diary in the module is to assist the teacher to:

Reflect on past teaching experiences

Reflect on the way the teacher teaches now

Reflect on the way the teacher experienced the activities in the module

Reflect on change in classroom practice

The e-diary can be described as "a container of teacher thoughts on the module activities and ideas and how the teacher wants to apply them in their classroom practice ". The teachers if they wish can share diary reflections with the workshop facilitator and participants, with teachers in their school or with teachers on the teachers’ portal. The e-diary reflections are required at the beginning and the end of each activity in the workshop modules. The e-diary templates in the following section are related to activities in module 2.

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Module 2: E-Diary Reflections on Activities

Name:

Before you start the module:

What I know about using ICT for Science or Mathematics or English teaching:

What I would like to know about using ICT in Science or Mathematics or English teaching:

Why I am participating in this workshop:

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Activity 1- What is Information, Communication and Technology?

Before the activity:

What do I understand ICT is:

After the activity:

What I have learnt from my group tasks about the concepts of Information, Communication and

Technology:

What I feel about my progress so far:

(Optional) How I feel about the workshop so far:

My ideas about how I can use my learning in my professional practice and communicate what I

am learning with other colleagues:

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Activity 2- What are the new Pedagogies of Science, Mathematics and English teaching and learning?


What do I understand about the new Pedagogy in Science, Mathematics and English teaching:

After the activity:

What I have learnt from my group tasks about the new pedagogies and constructivist approach

for teaching Science, Mathematics and English:



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Activity 3 - What is Pedagogy, Technology and Content Knowledge? How can we apply it in SME

teaching and Learning?


What do I understand about integrating technology Science, Mathematics and English teaching:

After the activity:

What I have learnt from my group tasks about using technology to support Science,

Mathematics and English content and pedagogy:



My ideas at the end of unit 1 about how I can use my learning in my professional practice and

communicate what I am learning with other colleagues:

21

Activity 4 – Why Science? Why Mathematics? Why English?


Why I love teaching Science, Mathematics or English:

After the activity:

What I have learnt from my group task about why Science, Mathematics or English teaching is

important:



22

Activity 5: Introducing Technology in SME Teaching


My thoughts about using technology to support Science or Mathematics or English teaching:

After the activity:

What I have learnt from my group task about how technology can be used to support Science,

Mathematics or English content and pedagogy:



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Activity 6: Exploring PowerPoint Resources in SME teaching


My thoughts about how PowerPoint resources might help me in my Science or Mathematics or

English teaching:

After the activity:

What I have learnt from my group task about the potential of PowerPoint resources to support

Science, Mathematics or English content and pedagogy:


(Optional) How I feel about the course so far:

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Activity 7: Exploring CD-ROMs in Science, Mathematics and English Teaching


My thoughts about how CD-ROMs might help me in my Science or Mathematics or English

teaching:

After the activity:

Based on my observations and discussions so far, how I feel CD-ROMs can be used in SME:



25

Activity 8: Using Open and Free Software in SME


My thoughts about open and free software:

After the activity:

How I think I might use open and free software to support my Science or Mathematics or English

teaching:



26

Activity 9: Using the Internet in SME


My thoughts about Internet websites and resources:

After the activity:

How I think I might use of internets resources to support my Science or Mathematics or English

teaching:





27

Activity 10: Integrating ICT in SME Instruction & Assessment


My thoughts on my students needs and how I can start to use ICTs identified in the workshop to

make my subject more accessible for my students

After the activity:

How I think I might use technology resources to support instruction and assessment of my

students’ learning:



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Activity 11: Your Turn – Planning Notes for ICT in SME


My thoughts about ICT resources I may use in my plan

After the activity:

How I think I may use my notes for general planning in my subject:



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Activity 12: Your Turn – Lesson Plans for ICT in SME


My thoughts about developing an ICT lesson plan in my subject area:

After the activity:

How I think I may use my plan in my teaching:



30

Activity 13: Reviewing, Simulating, Observing, Reflecting and Developing Lessons using ICT in SME


My thoughts about micro-teaching my ICT lesson plan in my subject area in front of my

colleagues and peers and about reviewing the micro lessons that my colleagues and peers will

present:

After the activity:

How I think I can use my colleague’s peer review to assist me in my teaching in the classroom:





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E-Portfolio

What is an e-portfolio? An e-portfolio is a collection of documents and artefacts that can be used for assessing/ monitoring the workshop products as teachers complete each module. The portfolio can be used to store and review all of the documents and artifacts (PowerPoint presentations, lesson plans, concept maps etc) that the teachers produce during the workshop activities. The teacher can share their portfolio documents/ artifacts with other teachers in their school. The teacher can use their portfolio documents/ artifacts to apply the new ideas and concepts in classroom practice.

Portfolio = a collection documents = used for assessment/ monitoring the quality of workshop products

The portfolio typically consists of documents/ artifacts such as (but not limited to):

Tasks

o Completed templates as required in specific activities in the module o PowerPoint slide shows as required in specific activities in the module o Completed questionnaires as required in specific activities in the module o Completed website evaluation forms as required in specific activities in the

module etc Lesson Planning documents i.e. all the documents you are required to generate during the module

During the workshop activities teachers will be asked to share group and individual tasks and documents with the other groups in the workshop. Feedback from the other groups will help to improve individual and group work documents and artifacts (presentations, lessons plans etc). Teachers can create an electronic folder to store all individual and group work tasks, notes and planning documents etc. This would be an e-portfolio of all the work in a module. If teachers do not work on a single computer/ laptop they can save the e-portfolio of their work on a disk or a memory stick. The following section outlines all of the activity documents/ artifacts that can be collected and stored for the e-portfolio in module 2.

32

Module 2: E-Portfolio Documents and Artifacts

Activity 1: What is Information? What is Communication? What is technology?

Task 1 – Part 1 documents/ artifacts

Concept map – Information or Communication or Technology

Task 1 – Part 2 documents/ artifacts

Group Definition Template – What is Information? What is Communication? What is Technology?

Powerpoint Presentation - Definition of Information or Communication or Technology

Activity 2: What are the New Pedagogies in Science, Mathematics and English Teaching?

Task documents/ artifacts

Group Discussion Template – What are the Pedagogical Strategies for teaching Chemistry/ Physics/ Biology/ Mathematics/ English?

Powerpoint Presentation - Pedagogical Strategies for teaching Chemistry/ Physics/ Biology/ Mathematics/ English

Activity 3: What is Technology, Pedagogy and Content Knowledge?


Group Discussion Template – Describe and record in the group discussion template how you see the technology supporting the content and the pedagogy of one classroom activity in a topic area identified by the group. .

33

Activity 4: Why Science or Mathematics or English?


Group PowerPoint – Why Science or Mathematics or English is an essential subject in Tanzanian Secondary Schools.

Activity 5: Introducing Technology to support Science content and pedagogy


Group PowerPoint –

Technology support to Science content

Technology support to Science pedagogy

Technology support to Science content & pedagogy

Activity6: Exploring PowerPoint Resources to support Science content and pedagogy


Group Website identification template – PowerPoint Presentations for Hard to Teach SME Subjects

Group Discussion Template on PowerPoint in SME – Use of Powerpoint in classroom activities in SME

Activity 7: Using CD-ROMs in SME Teaching


Group Discussion templates

Coding TPCK in Biology lesson plan

Group discussion & reflection template – Does technology use change the content or the pedagogy – how?

34

Activity 8: Exploring Software Tools in Science, Mathematics and English Teaching


Group Discussion template – Instructions for learners on using e-Tools

Activity 9: Exploring the Use of the Internet in SME


Group Work Website review template – What Science, Mathematics and English Resources are available on the website?

Group Discussion Template: Evaluation technology resources for demonstration, group work and homework

Activity 10: Planning for ICT use in SME Instruction & Assessment


Group Discussion templates

Reviewing TPCK in English Lesson plan

Group discussion & reflection template – Evidence of technology making a difference in teaching and learning??

Activity 11: Planning Notes for ICT integration


Planning Note Templates – Preparation for ICT Planning based on Curriculum Topics

Activity 12: Developing Lesson Plans for ICT Integration


Lesson Plan Template –Science, Mathematics and English Lesson Plans for ICT Integration

35

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Activity 13: Your Turn – Lesson Plan Review and Simulation


Lesson Review template – What is the TPACK balance in Science, Mathematics and English lesson plans?

Observations on Lesson Simulations: TPCK Observation Checklist reports

Reflections on Lesson Simulation: Teacher Reflection reports - expectation, challenges and steps for improvement

Lessons for Implementation: A set of 5 less plans for each SME subject area for each zone

37

Level 3: Organziational Support – Schools and Zones

The third level of monitoring and evaluation focuses on the zonal and school organziation

support, accomodation, facilitation and recognition of the ICT in SME project. The purpose is to

understand what level of support the teachers have at school and zonal levels when they return

to the workplace to implement new strategies for technology use in teaching and learning.

The School Visit Protocol Instrument

The school visit protocol is an interview protocol for school administrators (School Directors and Heads of Department) to assess the school level support structures for the pilot implementation of the ICT-SME programme at school level. The focus of the interviews is to clarify the status of the ICT-SME teacher development at school level (workshop attendance, sharing of materials, classroom implementation), the infrastructure deployment (hardware, software and classroom conditions), and the impact of the programme on the school organization (ICT use across subjects and in school administration).

Who can use the tool? The school visit protocol is used by zonal teams (college tutors, district

insepctors, national project teams) during school visit programmes that occur between

workshop phases.

The zonal school visit teams will use the protocol in the first stage of a school visit

programme that involves interviewing the school administrators prior to visiting the

classroom to conduct classroom observations (see next section).

The zonal team will prepare reports based on the interview protocol with school

administrators which will be forwarded to national project team.

The national project management team will analyze the zonal reports to monitor the impact

of the programme acorss all zones and for inclusion in national montiroing and evaluation

reports.

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School Visit Protocol

Introduction: The school visit protocol is an interview protocol for school administrators (School Directors and Heads of Department) to assess the school level support structures for pilot implementation of the ICT-SME programme. The focus of the interviews is to clarify the status of the ICT-SME teacher development at school level (workshop attendance, sharing of materials, classroom implementation), the infrastructure deployment (hardware, software and classroom conditions), and the impact of the programme on the school organization (ICT use across subjects and in school administration).

The zonal school visit teams will use the protocol in the first stage of a school visit programme

that involves interviewing the school administrators prior to visiting the classroom to conduct

classroom observations (see next section).

NAME OF SCHOOL: DATE: TIME:

REGION:

DISTRICT:

NAME OF HEADMASTER

Names of visiting Zonal Team Member(s)

Purpose of visit (The purpose, time and duration of the visit should be agreed upon through discussion between the

Zonal Support Team member and the Headteacher to be visited)

39

School support to the ICT-SME Project Is the zonal programme of teacher development for ICT in Science, Mathematics and English

supported at district and school level? How?

Has the infrastructure been deployed to the schools?

Do teachers have sufficient e-content resources available in CD-ROMs and/or on the teachers’ portal?

What has been the impact of the teacher ICT capacity building programme on the school organziation? Please describe…

Has the capacity building programme had an influence on the use of ICT in Science Mathematics and English teaching and learning in the school? How? Please describe…

Has the capacity building programme influenced the general use of ICT in the school? How? Please describe…

40

Observations and comments by the zonal team member – in a final interview with the Head Teacher after the team have visited SME classrooms where the laptops are being used (the zonal team member should describe to the headmaster a general impression after classroom visits-

e.g. what you saw; what you learned; what you would like clarified; how long the visit lasted)

Any key issues arising from the visit for the attention of the national project team (the zonal team should ask the head-teacher to clarify any issues related to the role of the school to

support the project implementation – e.g. the way ICT resources have been allocated; the way the school

is supporting the technology use in the school; progress in implementing ICT use in school subjects; the

way that the school is being supported by district and college zonal teams)

Signed: Zonal Team Member Signed Headteacher

41

Level 4: Teacher Application – ICT in SME

The fourth level of monitoring and evaluation focuses on how teachers are applying the

knowledge and skills that they are acquiring in workshop programmes in their professional

practice. Are teachers using the new knowledge and skills acquired in the capacity buidling

workshops in their classroom practice? The purpose is to understand how teachers are using

ICT to support content and pedagogy in Science, Mathematics and English teaching and

learning. The focus is to document the impact of the teacher development programme at

classroom level and to improve training content continually on the basis of field visit feedback

from all project zone engagements.

The TPACK Classroom Observation Protocol

The TPACK classroom observation protocol is a tool to assess teacher application of their technology, pedagogy and content knowledge in classroom practice. The observation tool has two sections. The first section consists of an observation checklist to assess the teachers’ content, pedagogy and technology knowledge and subsequently the teachers’ capacity in the application of TPCK in different formats (technology and pedagogy knowledge; content and pedagogy knowledge, technology and content knowledge; technology, pedagogy and content knowledge). The second section consists of short descriptive summaries of the teaching and learning activities observed during the classroom visit.

Who can use the tool? The classroom observation protocol is used by zonal teams (college

tutors, district insepctors, national project teams) during school visit programmes that occur

between workshop phases. The tool can also be used by facilitators and workshop participatns

durign micro-teachign activities int eh workshops. The tool can be used by any project team

member when visiting a classroom where technology integration is taking place.

The zonal school visit teams will use the observation protocol in the second stage of a

school visit programme that involves entering the teachers classroom to conduct classroom

observations.

The zonal team will forward data from the observation protocolols to the national team for

analysis.

The national project management team will analyze the classroom observation protocols

and present findings in national montiroing and evaluation reports.

42

The Lesson Reflection Framework

The lesson reflection framework provides a tool that teachers can use at the end of a lesson or a series of lesson(s) where they have introduced technology. The tool is designed to encourage teachers to a) reflect on teaching experiences prior to using technology; b) reflect on the way they teach now using technology; c) reflect on change in classroom practice as they experiment with technology use; d) how to improve and support pedagogy and content with the use of technology.

Who can use the tool? The lesson reflection framework will be used by teachers during the

workshops (for reflection on their micro-teaching) and when they return to their schools (for

reflection on their lessons).

The workshop facilitators should gather samples (photocopies) of teacher reflections

frameworks and the lesson plans to demonstrate the quality of teacher lesson planning

and reflection coming out of workshop activities.


samples of teacher reflection forms and lesson plans as part of the school visit

programme.

The national project management team will analyse the teacher plans and reflection


43

TPACK Classroom Observation Protocol

Section 1: TPACK Observation Checklist

The TPACK observation checklist examines a teacher’s application of Technology, Pedagogy and

Content Knowledge components in his/ her lesson. This tool will be used during a lesson in the

implementing schools. Although it is initially developed for use by the tutor, any other project team

member could also use the tool when visiting a classroom where technology integration is taking place.

Name of School

District Region Teacher’s name

Subject

Class

Number of students in class

Topic Sub-topic

Date of Visit

Time of lesson

The TPCK observation checklist examines a teacher’s application of Technology, Pedagogy and Content Knowledge components in his/ her lesson.

The observation checklist contains a “rating scale” (1 – 4) and a “comments” column which can be interpreted as follows:

Response Categories What they mean

1 = “poor” Teacher rarely shows application of TPCK component

2 = “good” Teacher shows good application of TPCK component

3 = “very good” Teacher shows a lot of application of TPCK component

4 = “excellent” Teacher clearly shows excellent application of TPCK component

Comment Observer can make comment on application of TPCK component

Observe the lesson

Circle your rating of teacher’s TPCK application

Make comments where you think it is necessary

TPCK OBSERVATION CHECKLIST Poor Good Very

good

Excell

ent Comment

A) Technological Knowledge

1 The teacher has essential technology tools for the 1 2 3 4

44


good

Excell

ent Comment

lesson

2 The teacher uses technology to support instructional

strategies 1 2 3 4

3 The teacher uses technology tools without any

problems 1 2 3 4

B) Content Knowledge

1 The teacher exhibits a good mastery of subject matter

knowledge 1 2 3 4

2 The teachers presents relevant and accurate facts in

relation to the topic 1 2 3 4

3 The teacher provides a variety of references for the

students to gain relevant content in SME subject(s) 1 2 3 4

4 The teacher reinforce the topic lesson by providing

assignments to students 1 2 3 4

C) Pedagogical Knowledge

1 The teacher knows essential pedagogical approaches

for the lesson preparation and presentation (direct

instruction, collaborative learning, problem-based

learning etc)

1 2 3 4

2 The teacher demonstrates an understanding of

different styles of student learning 1 2 3 4

3 The teacher structures the lesson to promote student

learning 1 2 3 4

D) Technological Content Knowledge

1 The teacher uses technology to demonstrate complex

ideas that would otherwise be difficult to learn 1 2 3 4

2 The teacher uses technology to allow students to

observe things that would otherwise be difficult to be

observed by naked eyes

1 2 3 4

3 All teaching aids including digital graphics are

attractive (size and colors) and support the

theme/content of the lesson

1 2 3 4

4 The teacher helps students to use technology to

investigate and construct meaning of the complex

ideas they are learning

1 2 3 4

E) Technological Pedagogical Knowledge

1 The Teacher uses technology to interact and

collaborate with students in different teaching and 1 2 3 4

45


good

Excell

ent Comment

learning activities

2 The teacher adapts the use of technology to promote

participatory approaches in teaching and learning

activities

1 2 3 4

3 The teacher introduces technology based tasks that

enable students to engage in learning 1 2 3 4

4 The teacher shows ability to use technology for

introducing concepts from simple to complex when

teaching students

1 2 3 4

F) Technological Pedagogical Content Knowledge

1 The teacher teaches a lesson that appropriately

combines subject content, technologies and teaching &

learning approaches.

1 2 3 4

2 The teacher uses technology to support student

learning approaches for the lesson taught 1 2 3 4

3 The teacher uses technology to support learners’

collaboration during the learning process 1 2 3 4

4 The teacher is well prepared (having lesson plan) and

able to manipulate technology to present a relevant

lesson contents

1 2 3 4

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Section 2: Teaching and Learning Activity Observation

Teacher pedagogical approach in the lesson: Tick all that apply

__ Leading (includes lecturing, directing class activities)

__ Facilitating/assisting students

__ Class control (includes discipline management)

__ Other approaches (specify) ____________________________

Teacher's use of technology in the lesson: Tick all that apply

__ Not evident

__ To present information __ For visualization or modeling of a concept

__ To demonstrate a student task __ For grading, attendance, or material preparation

__ Other (specify)_________________________________

Student response and participation in the lesson – Active or Passive?

Give an example of one lesson activity to describe student participation as follows:

a. Describe what the teacher and students are doing. How are they interacting in the lesson activity?

Lesson activity example – teacher and student interaction:

47

b. What is the specific benefit of technology to support pedagogy and content in the activity you observed? What are the students and teacher doing that they could not have done without it?

Benefit of technology to support pedagogy and content in the activity:

c. Briefly describe student work assignment in the activity, noting any examples you want to showcase as evidence (or an artifact) of teacher’s use of technology to produce assignment resources:

Description of student work assignment in the activity:

Evidence (artifact) of student work assignment resource produced by the teacher with use of

technology:

Observed By:

Name: …………………………………………………………….signature ………………………………….Date……………..

Teacher observed:

Name: ……………………………………………..Signature: ………………………………………………….Date……………..

Head of School :

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Name: ……………………………………………..Signature: …………………………………………………Date……………..

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Teacher Reflection Framework

Teacher Reflection on ICT

Lessons

Note: Fill in your details and reflections ideas in this column (This

column should not contain the details in the lesson plan but

reflections on the lesson plan before teaching and after teaching

the lesson)

Teacher Details

Name of teacher

School

Subject

Reflection on the lesson before teaching

1. What is the topic/ title of the

lesson (s)?

2. How did you teach the lesson

(s) before ICT integration?

3. What are the specific

outcomes of the lesson (s)

that should be achieved?

4. What are the curriculum

objectives for this topic area?

5. What student competencies

are to be addressed in the

lesson(s)?

6. Briefly describe the lesson (s)

7. Describe the resources that

you will use

8. How will you integrate ICT in

the lesson(s) / and

preparation?

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Reflections on the Lesson after teaching

9. Did the lesson differ from

your expectations?

10. What do you think are

the reasons for the way

things happened?

11. What would you do

differently next time to

make the lesson more

effective?

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Level 5: Student Learning – Project Outcomes

The fifth level of monitoring and evaluation focuses on the learning of the students who are

the end beneficiaries of the project. While it will be difficult to attribute improvement in

student learning outcomes directly to the use of technology in teaching and learning, the

project will make use of some tools to assess learning impact.

The purpose is to measure the initial impact of project activities on student performance in

relation to Cognitive (performance & Achievement), Affective (Attitudes & Disposition) and

Psychomotor (Skills & Behaviours) domains. The focus is to continually improve all aspects of

the project design and facilitation based on field observation and student feedback.

The Student Survey Tool

The student survey tool is a questionnaire to assess the project influence in the pilot phase on student learning and attitudes towards technology use in SME classes.

Who can use the tool? The student questionnaire should be adminsitered by zonal teams

(college tutors, district insepctors, national project teams) during school visit programmes that

occur between workshop phases.

The zonal school visit teams will administer the questionnaire in the second stage of a

school visit programmes. A sample of 10-15 students can be asked to fill in the

questionnaire after classroom observations have been conducted.

The zonal team will forward data from the student questionnaire to the national team for

analysis.

The national project management team will analyze the student questionnaire and present

findings in national montiroing and evaluation reports.

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ICT Student Questionnaire

What Students Think about Laptops in the Classroom

1. This questionnaire asks you to describe your experience on learning with technology. There are no

right or wrong answers. This is not a test. Your opinion is what is wanted.

2. For each sentence, circle one number corresponding to your answer.

1 =strongly disagree, 2 = disagree, 3 = undecided, 4 = agree, 5 = strongly agree

3. Circle only one number of the answer that you think is the correct according to your experience in learning with technology. Don’t ask or copy the answer from a friend.

4. If you want to change your answer, cross it out and circle a new number.

What is the name of your school: ____________________________

In which form are you in? 1 2

Gender: Male Female

My experience with laptops in Science, Mathematics and English classes

Strongly Disagree

Disagree Agree Strongly agree

1. I enjoy the classes that use laptops 1 2 3 4

2. I find that the laptop classes are well organised 1 2 3 4

3. After the class which involved the use of laptops, I feel satisfied 1 2 3 4

4. The use of technology makes me understand more the Science (Physics, Chemistry and Biology) subjects 1 2 3 4

5. The use of technology makes me understand more the Mathematics subject 1 2 3 4

6. The use of technology makes me understand more the English subject 1 2 3 4

7. The use of the laptop in classes makes me nervous 1 2 3 4

8. The laptop classes have aroused my interest in learning 1 2 3 4

9. The laptops are in good working condition 1 2 3 4

10. Learning with the use of laptops is not enjoyable 1 2 3 4

53

My experience with laptops in Science, Mathematics and English classes

Strongly Disagree

Disagree Agree Strongly agree

11. I am confused about what to do during the classes with laptops 1 2 3 4

12. I am not happy with what is done in the laptop class 1 2 3 4

13. The laptop classes help me get more involved 1 2 3 4

14. It’s easier to learn from books than from using a laptop in the classroom 1 2 3 4

15. The use of the laptop in the classes helps me to understand things. 1 2 3 4

16. Learning with laptops makes it easy to learn new concepts and ideas 1 2 3 4

17. The activities in the laptop classes are well planned and interesting 1 2 3 4

18 The laptops make it easier to sort through a lot of information in our subjects 1 2 3 4

Does your family have a computer at home?

Yes No

If yes, do you have access to the computer at home?

Yes No

Do you have access to the Internet at home?

Yes No

54

Tool Sources

Tools Sources

Tool 1: Workshop Evaluation Tool

MoEVT and GESCI

Nihuka, K. A. & Voogt, J. (2011) E-learning course design in teacher design teams: experiences in the Open University of Tanzania, International Journal of Learning Technology, 6 (2), pp107 – 124

Tool 2: Teacher TPACK Self-Assessment Tool

MoEVT Project Team and GESCI

Kafyulilo, A. (2011) ICT Use in Science and Mathematics Teachers’ Preparation: Developing Pre-Service Teachers’ TPACK, in Book of Abstracts, e-Learning Africa, Mlimani City Conference Centre, Dar-es-Salaam, Tanzania, May 25-27,2011

Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M., and Shin, T.S. (2009) Technological pedagogical Content Knowledge (TPACK: The Development and Validation of an Assessment Instrument for Preservice Teachers, Journal of Research of Technology in Education, 42 (2), pp 123 - 149

Tool 3: E-Diary


Commonwealth of Learning (2011) The e-Dairy [Online], available at: http://www.schoolnet.org.za/CoL/ACE/maths01/content/activities/maths1.index.htm, retreived 19 December 2011

Tool 4: E-Portfolio


Commonwealth of Learning (2011) The Blog and Portfolio [Online], available at: http://www.schoolnet.org.za/CoL/ACE/ukzncore1a/activities/core1a.index.htm, retrieved 19 December 2011

Tool 5: School Visit Protocol


Tool 6: Classroom Observation Protocol


Kafyulilo, A. (2011) ICT Use in Science and Mathematics Teachers’ Preparation: Developing Pre-Service Teachers’ TPACK, in Book of Abstracts, e-Learning Africa, Mlimani City Conference Centre, Dar-es-Salaam, Tanzania, May 25-27,2011

http://www.schoolnet.org.za/CoL/ACE/maths01/content/activities/maths1.index.htm

http://www.schoolnet.org.za/CoL/ACE/maths01/content/activities/maths1.index.htm

http://www.schoolnet.org.za/CoL/ACE/ukzncore1a/activities/core1a.index.htm

http://www.schoolnet.org.za/CoL/ACE/ukzncore1a/activities/core1a.index.htm

55

Tools Sources

Apple (2008) Classroom Walkthrough Protocol: Progress Evaluation Toolkit for 1:1 Learning Programmes [Online], available from Centre for Technology in Learning at: http://ctl.sri.com/projects/displayProject.jsp?Nick=slcapplecomp , accessed 10 November 2011

Tool 7: Lesson Reflection Framework


Tool 8: Student questionnaire


http://ctl.sri.com/projects/displayProject.jsp?Nick=slcapplecomp

56

57

Appendix 1: Five Level Framework for M&E Implementation

M&E Level What questions will be addressed?

What is measured?

How and when will information be gathered

How will the information be used

Who will analyse data and prepare reports?

Tools

Level 1: Teacher Reaction - Workshop Capacity Building

Was the content objectives, coverage, support material, methodology,presentations, facilaitaion, time management adequate?

What were the key learning points?

Will the learning be useful when teachers return to the classroom?

What could be improved?

Initial satisfaction with the capaicty buidling

How? Questionnaire online – monkey survey - administered at the end of every workshop through 3 phases of project

To improve the workshop desgin and faciliation

National Level

Project mangement team

GESCI

Teacher Workshop Evaluation – Offline (hard copy)/ online (survey monkey)

Level 2: Teacher Learning – Workshop capacity buidling & reflection workshops

Did the teachers acquire the intended knowledge, skills and competencies?

New Knowledge & Skills of teacher participatns in the workshops

How? ICT Teacher Competency Survey – monkey survey – adminsitered at the beginning / end of the capacity building and reflection workshops throughout 3 phases of project – ICT basic skill competencies/ ICT- SME basic application competencies

Participant reflections - written in e-Reflection Diaries during capacity buidling and reflection workshops

To improve and continually upgrade workshop content from phase 1(basic skills) to phase 2 (applying ICT in SME - basic technology literacy) to phase 3 (Applying &

National Level

GESCI/DUCE - Teacher competency surveys/ management of teacher portal portfolios of artefacts & lesson plans/ reflection diaries

Zonal Level

Workshop faciliators/ college tutors - workshop facilitation reports/

Teacher Self-Assessment TPCK Teacher workshop E-portfolios (lesson Plans & resoruces) Teacher Workshop E-Diaries

58


What is measured?




Tools

Participant portfolios - collection of all presentations and lesson plans produced by particiapnts individually and in grousp during workshops

Workshop reports

Infusing ICT in SME – technology literacy/ knowledge deeping)

Level 3: Organziation Support & Change in Project Districts and Pilot Schools

Is the capaity development facilitated and supported at district and school level?

Is the infrastructure deployed?

Do teachers have suffiecient e-content resources made available?

What is the impact of the capacity building programme on the school organziation?

Does it affect the school organziation environment and procedures for ICT in SME teaching and learning and for general school use of ICT?

The District and School Organziation support, accomodation, faciliation and recognition fo the ICT in SME project

Meetings with District and School Administrators

Minutes from meetigns registeredin district and school records

When?

Zonal reflection meetings – once every 6 months

Visit by zonal team to schools between workshop capacity buidling & workshop refelction schedules - over 6 months between workshops each school in each zone should receive a visit every month (from the tutor)

Zonal Headquarters meetings once very 6 months

School /zonal visit / meeting reports

To document and improve district and school support

To improve improve the workshop desgin and faciliation

National Team Project team (report development by zonal project lead) Zonal Team

District Inspectors

College Tutors – technical & pedagogical tutor

National Project team

Data collection

School Visit Protocol for Zonal Teams (College tutors. District inspectors, National Team) School Inspector Checklist – (there is a need to integrate elements of ICT observation tools – this should be to be discussed with Inspectorate & national team)

Level 4:

Are teachers using the new knowledge and

Degree and quality of

How? o Teacher

To document

National Team

Project mangement

Classroom Observation

59


What is measured?




Tools

Teacher Use of New Knowledge & Skills in Project Pilot Schools

skills acquired int eh capacity buidlign workshops in their classroom practice?

implementation of ICT use in SME in classroom practice

Questionnaires – administered online

o Direct Observastion fo classroom practice –

o Teacher Portfolios

When? – One visit each pilot school by national team members during implementation period following every workshop

and improve the implementation fo programme content

team

GESCI

DUCE

OUT Zonal Level

College Tutors

Protocol: TPCK Observation Checklist Teacher Reflection on Lesson Implementation Teacher and Student artifacts

Level 5: Student learning Outcomes in Project Pilot Schools

What is the impact of the project on studnets?

Does it affect student performance or achievement?

Does it influence students attitude?

Are studnets more confident as SME learners?

Is the student attendance improving?

Are dropouts decreasing?

Student learning outcomes Cognitive (performance & Achievement) Affective (Attitudes & Disposition) Psychomotor (Skills & Behaviours)

How? o School records, o Student

questionnaires/ sturctured interviews with students, parents, teachers, and/ or administrators

o Student portfolios

When? - at the end of each project year

To improve all apscts of the project design and facilitation

To deomstrate the impact of the professional development for ICT use in SME

National Team

Project mangement team

GESCI

DUCE

OUT Zonal Level

College Tutors

Student Questionnaires School records examination results

60

Project Monitoring & Evaluation Instruments

Level Team Instruments

Level 1 – Teacher reaction/ workshops National Team - GESCI / Project Management Workshop evaluation instruments – (formatted for survey monkey)

Level 2 – Teacher Learning / workshops

National Team - GESCI/ DUCE-Education/ OUT ICT Teacher Competency Survey Instruments (formatted for survey monkey);

National Team - GESCI Teacher E-Reflection Diaries

Teacher Portfolios (part of workshop modules - can be uploaded on teacher portal)

Zonal Team – Workshop facilitators/ College Tutors – Project Team

Workshop reports

Capacity Building Workshops

Reflection Workshops

Level 3 – District & School Organization Support & Change

Zonal Team - Teacher College Tutors/ District Inspectorate

School Visit Reporting Instruments

Level 4 – Teacher Use of New Knowledge & Skills in Project Pilot Schools

National Team – Project Team-GESCI-DUCE-OUT Zonal Team – Teacher College Tutors

Teacher Questionnaires

Classroom Observation Instruments

Level 5 – Student Learning Outcomes in Project

Pilot Schools

National Team – Project Team-GESCI-DUCE-OUT Zonal Team – Teacher College Tutors

Student records

School records,

Questionnaires/ sturctured interviews with students, parents

Student portfolios

Mid-Term Formative Evaluation National Team - Interviews with key stakehodlers national to local levels

Summative Evaluation External Team