turkey-evaluation report of students performance

ð EVALUATION REPORT OF STUDENTS PERFORMANCE

2015 –2017 F L w I C T

Erasmus+ KA2 Project

MULTIDISCIPLINARY FLIPPED LEARNING WITH ICT

Turkey is the Main Coordinator of the Project

Participant Schools are Lithuania, Poland, Italy, Latvia, France, Portugal, Spain

KA2 - Cooperation for Innovation and the Exchange of Good Practices Strategic Partnerships for Schools Only

Project Number: 2015-1-TR01-KA219-021988

Prepared by

Ayla SAVASCI

Karsıyaka Girne Secondary School Izmir/TURKEY

2

Web Page: http://flippedlearning.wix.com/home e-twinning:https://twinspace.etwinning.net/12713/home

Multidisciplinary Flipped Learning with ICT Participant Countries: Turkey-Lithuania-Latvia-Italy-Poland-Portugal-Spain-France

0

5

10

15

20

He/she cooperated with other students

His/her motivation is

high

He/she studied consistently and productively

He/she completed the work on time

He/she did the work sel<lessly

1 2 2 2 1 1

5

1 1

3

2

18 18 17

10

16 4 3 2 1

In 2015-‐2016 academic year, during the implementation process of Multidisciplinary Flipped Learning with ICT Project’s first year, the students of Girne Secondary School have studied about the subjects which are given below.

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’s 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

At the end of May, the evaluation form, which was prepared in order to assess the students’ all products by the main coordinator of the project, was filled for each student monthly. The goal of the evaluation form is to obtain information about the quality degree of the students’ monthly products and the performance of students. This year, 20 students of Girne Secondary School have participated in FLwICT project. The evaluations of our students’ performances are given below in details as graphics. 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

In Graphic 1, the evaluation of the students’ performance on preparation of the project board is seen. Totally 20 students worked on this subject. From the analysis of Graphic 1, it appears that mostly all students worked in a big cooperation and motivation with each other constantly, productively and selflessly regarding the preparation of the project board. With regards to the completion of the work on time, 2 students were evaluated in level 1, 5 students in level 2, 3 students in level 3 and 10 students in level 4. Generally, we can say that the evaluation of the students’ performance on preparation of the project board is mostly considered good.

3



0

5

10

15

20

He/she used the computer program for designing the logo properly

He/she designed really creative logo

He/she did the work sel<lessly



high

2 1 1 1 4

9

3 2 1

16

9

16 17 18 4 3 2 1

0

5

10

15

20



He/she published the work on the e-‐twinning without any problems

He/she published the work on face

group

1 4

1

7

11

1 1

6

2

18

6 3

19 4 3 2 1

Graphic 2.1 - October 2015: Creating the project logo

Graphic 2.2 - October 2015: Creating the project logo

In Graphic 2.1 and Graphic 2.2 show the evaluation of the students’ performance on preparation of the project logo. From the analysis of Graphic 2.1, it is found that regarding the information provided for creating the project logo, the most of the students used computer programs to prepare the project logo properly. Beside this, as seen in Graphic 2.1, they studied in a big cooperation with each other regarding the preparation of the project logo. With regards to designing a really creative logo, 2 students were evaluated in level 1, 9 students in level 3 and 9 students in level 4. From the analysis of Graphic 2.2, the most of students worked on this subject constantly and productively. And, the students are really successful to share their products on Facebook group. As seen in this graphic, it is obvious that the students have problems related to share products on e-‐twinning platform. The other important point is about the completion of the work on time. Just 6 students were evaluated in level 4 and level 6 at this issue. As a result, the evaluation of the students’ performance on preparation of the project board is mostly considered positive.

4



0

5

10

15

20

He/she used the logos of Erasmus+ and NA correctly

He/she used the name of the project

He/she de<ined the sources

He/she improved

language skills

He/she took care to use

proper English language

He/she researched enough

1 1 6 4

12

6

2

1

5 4

5

13

15

1

15 16

9

4 3 2 1

0

5

10

15

20



high





group

1 5 3 2 2

6

10

2 2 1

8

4

1

17 16 17

5 1

17 4 3 2 1

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 In Graphic 3.1 and Graphic 3.2, the evaluation of students' performance on preparing a digital postcard, making an e-‐guide about how to make a movie and preparing a video about the students’ own school is seen. As is shown in Graphic 3.1, while preparing the products on the areas at issue, the logos of Erasmus+, NA and the name of the project are used by the most of the students correctly. Beside this, it can be said that based on the data in Graphic 3.1, mostly all students have improved language skills throughout this activity. They tried to use proper English. However, as seen at the third column in Graphic 3.1, with regards to define the sources, six students were evaluated in level 1 and 12 students in level 2. This shows that they didn’t pay enough attention to define the sources on their products. As seen in Graphic 3.2, the students cooperated with each other and studied consistently and productively. Beside this, their motivation is high related to working on this project. We can observe at the fifth column in Graphic 3.2, the students had some difficulties about uploading the products on e-‐Twinning platform most, and they didn’t give importance to make research. When we look at the sixth column in Graphic 3.2, there is an other stunning point related to their participation on Face group. It can be said that the students can be more active and successful about publishing the products on Face group than e-‐Twinning platform. As we can understand from the Graphic 3.2, the main problem during the implementation process of these activities was using the time efficiently. They never completed their products on time.

5



0

1

2

3

4


He/she used the name of the

project


He/she improved

language skills




3

1

2 4 4

1

4 4

1

4 3 2 1

0

1

2

3

4



high

He/she studied

consistently and

productively




group

3 3 4 4 4

1 1

4 4 3 2 1

Graphic 4.1 - January 2016: Preparing a presentation about Cyberbullying (only for students who attended the meeting in Italy)

Graphic 4.2 - January 2016: Preparing a presentation about Cyberbullying (only for students who attended the meeting in Italy) As shown in Graphic 4.1 and Graphic 4.2, the students participated in the Italy meeting were able to complete all their responsibilities with regards to preparation of representative presentation about their school and the bad sides of Cyberbullying perfectly. During the workshops on Cyberbullying in Italy, we can say that the students improved languge skills via working with other students. Nevertheless, if we look at the third and sixth columns in Graphic 4.1, it is seen that these students didn’t define the sources on the products, and they din’t give enough time for researches related to their presentations. With regards to completing the work on time and publishing the work on e-‐twinning platform, it can be said that they were not successful. Just one student did her responsibility related to Italy meeting on time and published the work on e-‐Twinning platform correctly. These problems can be seen at fourth and fifth columns in Graphic 4.2 respectivly.

6



0

1

2

3

4




He/she improved

language skills




4 4 4 4 4 4 4 3 2 1

0

1

2

3

4



high

He/she studied

consistently and

productively




group

4

1

4 4 4 3

4 4 3 2 1

Graphic 5.1 - February 2016: Preparing a presentation about the culture (only for students who attended the meeting in Spain)

Graphic 5.2 - February 2016: Preparing a presentation about the culture (only for students who attended the meeting in Spain) Totally four students participated in Spain meeting. As shown in Graphic 5.1 and 5.2, the results related to students’ performans on preparing a presentation about the culture are mostly superior. Totally 4 students participated in the Spain meeting. Based on the results in Graphics, it is obviouse that they were able to complete all their responsibilities perfectly. However, they have improved their English language skills and tried to use proper English troughout Spain meeting. However, they cooperated with other students during the meeting, too. From the analysis of Graphics, it is seen that there are two problems. One of them is that these students didn’t give importance to define the sources on the products, and other one is that they couldn’t publish the work on e-‐Twinning platform without any problems. These problems can be seen at third column in Graphic 5.1 and at fifth column in Graphich 5.2 respectivly. Beside this, just one student didn’t finish his own responsibility on time. That is shown at fourth column in Graphic 5.2.

7



0

5

10

15

20


He/she used the name of the

project


He/she improved

language skills




9

7

1 2 2 1

5 5

6

16 17

2

12 13 10

4 3 2 1

0

5

10

15

20



high

He/she studied consistently

and productively




group

4 1 1 1

7

11

1

4

1

17 17 17

7

2

17 4 3 2 1

Graphic 6.1 - March 2016: Preparing an e-guide about the culture

Graphic 6.2 - March 2016: Preparing an e-guide about the culture In Graphic 6.1 and Graphic 6.2, the evaluation of students' performance on preparing an e-‐guide about culture is seen. During March, totally 18 students worked on this activity. Based on the results of Graphic 6.2, we can say that generally the performance of the sudents is high related to using the logos and the name of the project correctly. While working on this subject, the students improved their Language skills, tried to use English language properly and researched enough related to the subject. From the analasis of Graphics, the results with regards to completing the work on time, researching enough and publishing the works on etwinning platform are not good. The most of the sudent’s didn’t give importance to these subjects.

8



0

1

2

3

4




He/she improved

language skills




1 2

4 4 3

4 4

2 4 3 2 1

0

1

2

3

4



high

He/she studied consistently

and productively




group

4 4

1

3 4 4 4 4

3 2 1

Graphic 7.1 - April 2016: Preparing a presentation about the custom and etiquette (only for students who attended the meeting in Latvia)

Graphic 7.2 - April 2016: Preparing a presentation about the custom and etiquette (only for students who attended the meeting in Latvia) As shown in Graphic 7.1 and Graphic 7.2, the students participated in the Latvia meeting were able to complete all their responsibilities with regards to preparation of a presentation about the custom and etiquette perfectly. As seen in Graphic 7.1, it is said that they gave importance to use the logos and the name of the project on their work. Beside this, we can say that they improved their English language skill during the meeting. From the analysis of Graphic 7.2, it is seen that the most of the students studied consistently and productively. And the motivation of the students was high. They published their products on Face group successfully. If we look at the third and sixth columns in Graphic 7.2, it is seen that these students didn’t define the sources on the products, and they didn’t give enough time for researches related to their presentations. With regards to completing the work on time and publishing the work on etwinning platform, it can be said that they were not successful.

9



As said before, the goal of this performance assessment is to decide the level of competence of the students. However, this performance assessment also provides useful information to assess whether the students improved their language skills or not throughout the first year of the project. And it can help the teachers about which subjects to be given more special attention while the students are working on the products. This assessment strategy can be used to monitor students’ English language skills, as well as their competence in particular areas.

Based on the results of this study the following conclusions can be drawn:

1. The students have improved their English language skills throughout the implementation processes

of the project’s first year.

2. Mostly all students tried to use proper English while preparing the works.

3. Mostly all students cooperated with each other while working on the their responsibilities.

4. As shown in Graphics, the most of the students’ motivation was really high.

5. Mostly all students tried to use computer programs properly especially while preparing

presentations, logos and videos.

6. Mostly all students realized the responsibilities on the area at issue selflessly.

7. Mostly all students studied consistently and productively during the first year of the project.

8. Mostly all students tried to use the logos of Erasmus+ and NA on their products correctly.

9. Most of the students used the name of the project on their products.

10. Nearly all students published their works on Face group successfully.

11. Most of the students didn’t pay enough attention to define the sources on their products.

12. The main problem during the implementation process of Project’s first year was using the time

efficiently. Most of the students never completed their products on time.

13. Most of the students couldn’t publish their products on e-‐twinning platform without any problems. It

can be said that the students can be more active and successful about publishing the products on Face

group than e-‐Twinning platform.

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