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To assess student learning in projects like the one in the video (informal/non-formal learning), you should move beyond traditional tests and focus on process, participation, and real outcomes.

A good approach would include:

Observation and participation: Monitor how students collaborate, solve problems, and engage, since informal learning often happens through interaction and experience

Portfolios or project products: Assess what students create (videos, presentations, artefacts), as these reflect their understanding and skills

Self and peer assessment: Let students reflect on their learning and give feedback to others, supporting autonomy and responsibility

Reflection activities: Use journals or discussions to capture learning that may not be visible in formal tests, since informal learning outcomes are diverse and personal

Overall, assessment should be continuous, flexible, and focused on skills, collaboration, and personal growth, not just final answers.

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How do we upload pictures on padlet?

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Variety lends interest: oral presentations, portfolios, surveys, questionnaires, posters, reports. All these can do in my EFL context.

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project and individul planning

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By project and individual planning.

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Projects like Erasmus + allow to develop social skills, to know new cultures. For education must be more and more global, and the school must contribute to this globalization. Informal learning is difficult to assess, but we expect students to gain new experiences.

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This kind of educational activities enable students to learn with pleasure as well as to meet different cultures and languages.

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From my experience  in this type of projects, the assessment may be done using individual journals, reports, presentations and questionnaires.

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survey self assessment

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I think informal and non-formal education are a long term investment, so, they’re harder to assess. Regardless of it, the involvement, the responsibility, the joy and the effort are very important, even in this these education types.

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Considero muito difícil avaliar alunos em projetos que envolvam aprendizagem não formal e informal. Porque considero que é uma aprendizagem que só vai produzir frutos meses ou até anos depois. Como tal proponha aos alunos realizarem um diário de aprendizagem, onde deveriam constar fotos das atividades desenvolvidas e reflexões.

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To asses such kind of a project, I first lool at the product. If it serves the idea of the project, I give the maximum grade. And for the individual assesment, I observe my students interaction with other groups.

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Anket, ön test, öğrenme günlükleri, akran değerlendirme ve öz değerlendirme

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Evaluation journals, discussions, online presentations, portfolios, filling in questionnaires, statistics, thank-you letters

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I fully support informal and non-formal learning through some projects.
Last year I collaborated in the creation of creative workshops at school. The s were enthusiastic and their creative skills emerged. The project did not have continuity

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I totally agree. Last year I proposed in my school the project: "In the name of otherness ... creative workshops pro-art-musik". It was a success. The pupils were protagonists and claimed to love the school more. Unfortunately it was an impromptu episode because the project did not have a continuity.

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Commemorazione Shoah. A Potenza laboratori creativi per "sacralità vita umana"

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Angela, Italy
Hi everyone!
I think it would help the discussion and a presentation with power point or video.
Thank you all for these useful contributions.
Bye!

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Angela, Italy
Hi everyone!
I think it would help the discussion and a presentation with power point or video.
Thank you all for these useful contributions.
Bye!

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Self and peer evaluation.

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I would use pre and post questionnaires, so they can describe what they hope to get out of the experience, and what they really get. I would also use observation and participation as two additional criteria.

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Peer assessment questionnaires before and after the project; video recordings; interviews; ...

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I think I would use a questionnaire before thay begin so they can reflect on what they hope to get out of the experience (that would also help them to focus on aspects that they probably would never have thought of). At the end I would repeat the questionnaire or, if there was time, do an interview. An alternative to the interview could be to participate en a blog during the whole duration of the activity.

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Peer assessment, rubrics, learning dyaries.

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Observation, self evaluation, reflection and dialogue

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Assessment of student learning in projects involving informal and non-formal learning may involve the use of the following assessment tools:
- pre-test and post test;
- Learning diaries;
- questionnaries;
- photo gallery.

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I favor this ways of assessing project activities -

·         pre-and post-motivation tests, questionnaires, surveys

·         students' self evaluation and peer evaluatio worksheets,

·         SWOT analysis, DOTmocrasy,

·         digital portfolios, learning diaries; writing a journal, learning scenarios ebook

·         oral presentations

·         quizzes

·         games, photo gallery

·         short movies

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I would use pre and post questionnaires and e-portfolios.

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It is used in learning logs, videos, short films, pre and post surveys.

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Turkey
I would like students to participate in the evaluation process. I like pre-test and post-test application with pictures in preschool. I think the results are valid. In spite of the work in preschool, children participate in all evaluations and see and criticize the results.

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We learn through etwinning-based learning in topics related to holidays, traditions, sing songs, recite poems. My children sing songs that they learned in their mother tongue - Polish and English.
Replace yourself with different songs from etwinners from many countries. We get to know their culture, traditions, etc. Our current project is "From kindergarten to school", we show what we do in kindergarten and how we prepare for school.

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It seems a hard task to assess student learning in projects for informal and non-formal learning. However, I think the best is to assess the personal growth, the social skills improved; the creativity and self esteem.
I have assessed students in an erasmus Project; it was about  the impact assessment  of the project, in their academic and personal life; the difficulties and challenges they have found; the changes in their life and as a person.
This kind of project changes minds and hearts; it allows students to built a bridge through cultures and countries to find out that persons are great everywhere!
It is a unique experience for students and teachers!

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I would use rubrics to assess students' learning in this kind of project. We could also ask students to self-assess or give peer feedback.

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Learning diaries, short movies, pre- and post questionnaires.

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The assessment of informal learning can be evidenced through the development of competencies (eg, training, soft skills improvement, activity level, self-esteem, attitudes towards other groups, citizenship). The Learning Activity must meet its motivations by providing meaningful and enriching learning, where the use of ICT enables experiences that allow the development of skills and enable it to build its own knowledge and that awakens the will to want to know more, that puts the student in contact with the real world.

Content and lack of specific learning objectives limit a standardized assessment of students in projects that offer students informal and non-formal learning opportunities

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I have been working on this kind of evaluation for many years; I have developed a series of tools for evaluating NFE activities. Many were the studies that inspired me, - Garth Meintjes, Nancy Flowers, Felisa Tibbitts, and the experiences of the NGO educators -, pedagogy of empowerment, transformative learning. etc - and documents UNESCO and Council of Europe., European Union.
In short, the approach is participatory, self assessment is important ...... I am working to improve these assessment tools because I think it must always be updated; they have been listed as good practice in my country and internationally

https://www.ohchr.org/Documents/Publications/CompendiumHRE.pdf

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Use of reflexive portfolios, SWOT analysis grids, checklists, Likert scale are some examples of informal and non-formal learning assessment tools.

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Promoting debates, portfolios, self assessment, photo exhibitions, ...

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We learn through etwinning project -based learning in topics related to health sciences and wellbeing. My students will become Medical Records Technician (Higher Vocational course) and in the subject of Statistics and Health Management we collaborate with etwinners from many countries with eating habits questionnaires which students create, disseminate through Google Forms, analyse and presents their results. Our current project is "Promotion of healthy lifestyles during education" and we have developed losts of healthy activities in a non formal and informal way: badmintong and fitness master classes supervised by our students... amazing, challenging and enrichig...I highly recomend this kind of learning.

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Learning diaries, portfolios, jornal, online presentations, debates, discussions, roleplaying.

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I would use a mixture of techniques, self assessment, informal discussions , photo exhibit of their memories..something like that!

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We became children. We must be sensitive.

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I have never been involved in a project of this nature, involving formal and non-formal learning, but I think that learning from this type of experience is not measurable in the immediate future, goes far beyond that. Still, and trying to answer the question that is posed, if I had to evaluate students in this kind of environment I think I would propose the creation of a learning journal, or a portfolio of experiences, something that summarized the most relevant of what they lived and they learned from experience and, more importantly than anything else, that led them to reflect on what they were experiencing and how it was changing them. At heart, lead them to an introspection that would help them understand how the experience was enriching them!

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THEY ARE GOOD BUT IF THERE ARE MODEL DEMO STUDIES THEY WOULD BE MORE EFFECTIVE.

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If a child enjoys it, a child can do it herself to learn. Just like when we grew up.

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Sónia Ferreira, Gaia
Learning diaries is a good idea, an essay and/or a video that shows what they learned in this experience

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Usually give pupils with maximum grades

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Learning diaries and online portfolios are something that I would use.

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I would use KWL chart and to what I know and what I would like to know before the activity and what I know now after the activity. Learning diaries and presentations are also good ideas.

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this video is a model for self-knowdlege and personal development activities by overcoming its own limits of acceptance,regardless of the nations.It is very useful for self assesssment

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this video is a model for self-knowdlege and personal development activities by overcoming its own limits of acceptance,regardless of the nations.It is very useful for self assesssment

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I believe the best way to evaluate their learning results is by organising a demo activity or workshop in which they will employ what they have learnt. Let them design their own result learning scenario.

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I don't know how to assess these types of activities, if students have learned something but for sure they enjoyed the activities shown in the video.Erasmus + is a great programme that develops students horizons and different competences while having fun. I think we can assess if we achieved our goals by surveys, testimonials.

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I would create rubrics which can be used according to students learning diaries. They would be informed about expectations and asked for opinion about some new elements and indicators in rubrics, at the beginning.

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Maybe through a joint performance, or some other work that included collaboration. Learnig diaries also, presentation or an essay, or questionnaires.

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This way of learning is fantastic. Developing communication, social skills, getting to know other cultures, tolerance. I've never been to an Erasmus plus project ever. I  would personally like to learn from colleagues from other countries and share with them thinking. Great experience for all. Self assassment or peer rewiew wil be great.

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It is path form them to discover the life and themselves.

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Erasmus + is a great experience for the students to think global/or European!!!

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Her kazanım veya öğrenmeye ilişkin formlar düzenleyerek gözleme dayalı inceleme yapılabilir.Örnek form:

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Her kazanım veya öğrenmeye ilişkin formlar düzenleyerek gözleme dayalı inceleme yapılabilir.Örnek form:

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Teaching approach with problem solving method, in fact, points to scientific research methods. Here, according to John Dewey's "constructive and creative thinking" model, the main steps must be based on problem solving.

The student should be able to perceive the problems in nature and social life. It is not possible for someone who is not aware of the problems to think on it and to produce solutions. The pupil should take the practice of finding problems. For example, problems in traffic, environmental pollution problems, students' problems in schools, youth problems etc. should be scanned frequently.

Do not try to understand the problem posed by all its dimensions. The student must accumulate information about the problem, which is theoretically translated from the books and from the source persons to the observation. Without thoroughly understanding the problem, we can not create a solution on it without limiting and defining it.

After the problem is understood and defined, the factors that cause the problem are tried to be found. Why does the problem arise, what causes the problem? Various hypotheses are developed in this regard.

The validity of these hypotheses is tested by scientific research methods. Once the factors of the source of the problem are identified, some suggestions (solutions) are developed to solve the problem. They try to measure how much they solve the problem with scientific techniques. For this, the solution is re-evaluated in different instances and situations.

Teachers should also teach that they should not seek solutions when they are learning from the written sources in the solution of the problem and the beneficiaries of the source. Because every problem has its own unique aspects. It should be explained well that ready-made prescriptions in one place or in the past are not applicable or not fully compatible with the solution of this problem. Each problem must be addressed in its own time and in its own terms. I use informal and formal learning. Rubrics-

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Assessment of student learning in projects involving informal and non-formal learning may involve the use of the following assessment tools:
• Pre-test and post-test;
• Questionnaires;
• Swot analysis;
• Digital portfolios;
• Learning diaries;
• Learning Scenarios ebook.

I have been participating in eTwinning projects. My suggestion is to involve the students in the evaluation of the process and of the result with checklist or an on board diaries to sign dynamics into the process...the checking of outcome with the report on the whole activity.

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real life ...if you want to go up, only live, only  be happy you must learn your needs, informal learning offer us willing learning,and give us century skills

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real life ...if you want to go up, only live, only  be happy you must learn your needs, informal learning offer us willing learning,and give us century skills

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In order to assess student learning in projects that provide them with opportunities for informal and non-formal learning, I use rubrics, I observe their behaviour in non structured situation, their ability to solve a problem to communicate to relate with other, I also take into account their willingness to accept others' different opinions and attitudes, in short their flexibility to adapt to unforseen situation, Of course it is also important to assess the students degree of creativity in carrying out the content of their project, the layout they choose to present their work, I mean the caacity to be precise and concise and to focus on the most important issue of the topic. In short the assessment takes into account what is tangible and what is untagible and yet important to express a holistic understanding of the students learning process as well as their outputs.

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To assess student in project I use  learning diary, self assessment, direct observation, questionnaires...

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I think , It is always possible to observe how much someone was engaged in activities, how he communicated or was just a passive participant. I think that in such forms of informal and non-formal learning is the best peer assessment.

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I create a check-list mostly prior to the Project and students see the steps and how they’ll be evaluated. They can also decide on the terms of evaluation. Personalizing assessment can be a possible way to provide non-formal learning. Students can decide how they will present the final product. It can be up to their imagination.

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My students age 5 and 6
For this reason, I evaluate their learning with my students. Pre-test-post-test, questionnaire, question-answer, understand the picture, music, dance and express the way I do the evaluation.
In collaborative learning, the student is switching to personalized learning by choosing what she wants to learn. It makes me very happy to see this process in her studies.

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I observe my students in projects.I'm looking to see who is more active and who is passive during the joint work.I want them to evaluate themselves objectively.In order to achieve the purpose of the project, I expect more to passive ones as a result of self-evaluation and to establish balance.after all, I would like to see everyone contribute equally to the project objectives.

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I can asses theier learnıng with self reflection writing a diary or preparing a blog.

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Using a learning diary seems suitable for me.

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Students are interested in informal learning and in non formal learning very much. I never considered Erasmus+

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I find using pupils learning diaries a good way to do a qualitative assessment, interviews before and after, debates, before and after, recording different activities to be able to observe their participation at different points in the activity are all useful ways to assess in informal and non-formal learning.

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To assess student in project I use learning diary, self assessment, peer assessment,  questionnaires,
testimonials. It's important that students participate in the evaluation of their work products.

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It's kind of hard to evaluate such projects by one person. Instead, a jury group is put together first, then evaluation criteria are determined, then they are asked to evaluate them separately, and the results of the evaluation are finally collected.

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I think that is important to let students know how they will be evaluated, but i don't consider what they want to be evaluated. Also, I use in collaborative projects co and auto-evaluations rubrics.

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Students can watch different videos and create oral presentations, do interviews at school, ...Then they show the work to their partners and finally we can use a rubric for self and peer assessment.

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In my opinion creating a check list may be useful in assessment.  It is also necessary to decide together with the students how to evaluate their job. At the same time, it would be more effective to include the elements of assessment, cocncrete tasks  shold be given certain amount of points

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Unfortunately, I never considered Erasmus+

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Through the participation and involvement of the student. Complement with presentation, blogor diary.

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First of all, the video made me cry! As far as I know, nothing like that is being organised in Romania or with romanian students, and I think it's amazing!
Some ideas about assessing their work would be photos taken by the students throughout the process and with the final product. Also, a board for each group where all the students lay out ideas on sticky notes can be a great way for them to keep track of the progress and for the teacher to assess during the process.

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I can assess theier learngin with self reflection , writing a diary or preparing a blog

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I never considered Erasmus+

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I believe that it is necessary to decide together with the learners how to evaluate their learning. At the same time, it would be more effective to include the elements of assessment, not just the product / result, but how the students feel themselves and what their moods are. In this way, we handle the process from different perspectives.

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Student are interested in informal learning an in non- formal learning, like to do different projects by using diaries.

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I think the projects are big change for students because they make more social and they learn most of things by experiencing in real life

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Assessing student learning in projects is a complex task. I believe that in this type of situation, evaluation could assume a different form. I would probably ask my students to write a Diary or organize a portfolio where they would register / keep all the most important experiences achieved; design a blog: here they could publish daily testimonies, photos, vídeo about the most memorable experiences; create a padlet among others.

Still, I think that an Erasmus+ project is difficult to be measured because these projects allow students to develop soft skills rather than learning something effectively.

However, as an English teacher, I have had students who have already taken part in such projects and, after coming back, they were more participative in class. They gained more confidence in themselves.

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Students could keep a journal were they write self reflection on how they are feeling, if they had any particular challenges, if they had overcome particular fears, what they feel are their strengths and weakness, and what they could do to become better

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I can assess student learning in projects by the help of checklists,questionnaires,tests, quizes,rubrics ; by observing the student's performance on products or at the class negotiations about the learned subject.

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Observation, self evaluation, reflection. How can I do better next time?

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Learning projects like Erasmus+ are very important to increase student's capacities and to make him discover the abilities, feers, he migt have and develop or eliminate them. Being with different persons makes us very rich in knowledge, culture and human values.
The assessment can evaluate formal learning, but also non formal, on the way the student keeps his life in a foreign country, how he talks with others, how he absorves the culture.

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Before I became a teacher/coach, I worked all over the world. So I know the importance of exchanging culture habits , so you cant start young enough to travel Europe or the world. Because:
discover yourself, start with the world. And Erasmus+ can help us. If we know eachother culture, there should be more peace in the world.
Lets start with deploying the 17 SDG's into our education system.

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We could assess student learning in project using learning diary, self assessment, peer assessment, may be questionnaires

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I think I would assess student learning in such projects using learning diaries or blogs.

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I think that students can learn a lot in such projects. but what they aim to learn is very important

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when i see the video i thought it's hard to that in my country, but student's are learning real life in all this activities.

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Students are learning more in projects.They learn drama, animation, painting and practice.

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I think this kind of projects may be assessed through a student's diary and a portfolio. There we can find all information about the process and they are the result of the experience

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I sometimes use self assessment of the students. Depending on the group it really works well.

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I would like to involve my students in projects in which they can work in other learning spaces outside the classroom. I think that projects should be based on daily life so that students see the practical aspects of what they learn at school. For instance, I would assess my students with direct observation in case I carry out a project such as the one shown in the video.

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Portugal
I think that assess student learning in projects that provide students with opportunities for informal and non-formal learning is a complex task that must involve all – teachers, students and families. Self-assessment, peer assessment, group assessment by  using observation, diaries (digital or in paper), checklist of different kind…