evaluation of students' performance

1. 2015 – 2017
Erasmus+ 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)

2. 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

3. 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

4. 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).

5. 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.

6. Graphic 2 - October 2015: Creating the Project Logo

7. 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.

8. 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

9. 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

10. 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.

11. 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.

12. 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”

13. March 2016: Preparing an e-guide about the culture

14. 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.

15. Conclusions

16. 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.

17. 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

18. 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.