Please read this text first!!!
The evaluation guide presented here contains several tools to help you in the different phases of the process:
1) The table of evidences offers a breakdown of possible effects (and evidences for it) of a European project at school, divided in four categories (pupils, teachers, the school and the partnership) and several areas (e.g. language skills, subject skills, social skills, European citizenship…). This table will help you to prioritize your objectives for the project in the school as well as within the partnership.
Please use this table to select the areas which your project (and the evaluation) will focus on. This can be done in the school by the 'European team' and within the partnership during an international partnership meeting. Make sure that all partners are informed about each other's objectives, priorities and evaluation plans.
2) The list of instruments is an introduction to possible instruments for evaluation. If you would like to create an evaluation instrument for a certain aspect of the project you can choose from this list.
3) Model instruments for evaluation are practical examples of instruments for project evaluation.
A table, using the same categories as the table of evidences, offers links to ready-to-use instruments for the evaluation of that aspect (effect) of the project.
Every page shows a list of 'indicators' (possible evidences of effects of the project ) and some proposals for gathering information on them. If you would like to create your own evaluation instrument, you can also use combinations of the examples proposed and adapt them to your specific needs.
supports a project, by measuring the extent to which the objectives are met,
identifies areas for improvement,
encourages decisions to be taken, including changes to objectives and the project methodology.
Project evaluation involves several steps, related to the stages of the project:
the collection of data concerning the objectives of the project and the subject of the evaluation,
the analysis and the interpretation of this data leading to informed conclusions,
amendments in the light of the evidence acquired.
Evaluation, if present from the outset of a project, can help you to:
simplify the creation of your project and the consultation with your partner schools,
simplify the development of the project,
show actual proof of what you have achieved, your progress,
bring the results and the achievements more to the open,
simplify the completion of the application forms and the final reports of each project year,
improve a current project.
How can you self-evaluate your European Educational Project? Evaluation can have different perspectives: normative evaluation ( inspection perspective ), formative evaluation ( improvement perspective ).
In this case we restricted ourselves to the improvement perspective.
An evaluation will only be useful and effective, if it is introduced at the start of the project. How can you measure improvement if you don't have any data from the start and if you don't know what you wish to improve? Evaluation, as previously stated, must be part of the project and appear at all key-moments (at the start, on-going, intermediate report, meetings with partners, final report, ...).
Who will undertake the evaluation?
In the context of self-evaluation the institute/school itself will decide who will participate in the activity. Several people may be involved (teachers, the principal, the project coordinators, all together or separately). If you wish to involve pupils in the evaluation, they must also be consulted when making the initial subject choices and regarding other relevant matters. Anyway, it could also be very useful to identify one or more people with a specific responsibility for the evaluation. They will collect data, documentation on the project and create a portfolio or a project log. One might even consider the idea that different schools, involved in different partnerships, could assist each other in the evaluation.
Please keep in mind:
It is impossible to evaluate everything. Please select the areas you want to focus on.
Effects can be short-term or long-term.
Always look for evidence: “How do we know?”
Create a special portfolio of evidence gathered (useful for meetings, presentations, inspection..).
Also ask: “What does this mean for us?” and “What are we going to do next?”.
The introduction of evaluation, from the very start of a project, should also contribute to the introduction of a culture of evaluation in the school.