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A lot of useful and interesting suggestions.

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I would use descriptors as Chrysa and questionnaires answered by students. I haven't tried peer assessment by a colleague and it is something I am thinking of.

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It's very interesting having the possibility to compare our teaching with other countries' teacher. It gives you different points of view.

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Very useful video ,

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Excellent to see another PE teacher enjoy the benefits of incorporating ICT into their practice. In terms of self assessment that same words keep coming back - 'What' and 'How' and being directly directly at US is very relevant. Have videoed myself in the past and found very rewarding especially in line with placing oneself as the observer! Team teaching and peer assessment also great for answring pre determined questions to be answered

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competence Descriptor

a set of concrete action-baed statements

I always set personal questions and answer them after organising a small or big project or even after every lesson, but it is much better to have a colleague to observe and offer critic on the planed activities.

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A lot of auto-questions, many suggestions an a lot to reflect. Can be a good starting point. Thanks for sharing with u

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Portugal

The shared video is very intersting.

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It is an interesting video that can help in the educational process. It is a commodity that may be developed by each teacher who teaches physical education at primary.

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Bravo, nice work described in details. Indeed, good resource of ideas!

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Nice and helpful video. In my opinion, key elements in self-assessement are the constant self-asking and the realization that most of the times there are not wrong answers

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Very useful video that can help the process of self-assessment.Setting questions is another essential tip. Where am I as far as mycompetences? What area do I want to improve? What is the target? How amI going to manage that? What progress have I made? What are the benefits after all this? For me and for those involved.Another tip is to remember that when you make a self-assessment there is no ‘’success’’ or “failure”. You do it for yourself and just for you to be better.

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Clear description of Chryssa's experience. Well determined aims of her educational activity, good resource of ideas and ways of achieving the pedagogical goals

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Good work. Very useful video that can help the process of self-assessment.

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Thanks, good tips to have with me for the future work and assessments

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Tremendes effort is shown in this video.
The tips are valuable and assessment doible in the suggested way.

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nice opportunity to see this tool assessment.

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I watch the video and must say that it is interesting. Chtysa’s reflections and tips are very useful.

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Great job in Chrysa's video. She was very clear about the stages of her assessment. Behind the video, there is a lot of work that is been done.

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I liked the tips very much. This can apply to my practice as well. I
usually use questionnaires answered by students at the end of each year to see their opinion about classes and where can I improve. I also use a small survey when I introduce a new pedagogical strategy. Once I participated in a peer assessment by a colleague in my present school (2 years ago) but I don´t do it regularly.

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The experience is very interesting and one of the things I consider essential is the fact of having some useful and properly designed tools for assessment at hand.

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Chrysa's experience is very inspiring.

I could make the questionnaires for students to answer. I am not very experienced in self-assessment

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Chrysa has shared her success in practicing self-assessment by using online tools. It is evident how secure she is of the positive impact for herself and her students. However, I've experimented when students are faced to meet some criteria for acomplishing their tasks or aims, it is a little hard for them to do it. Perhaps our learning culture should change and meet the challenges of the digital age

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I think there are pros and cons.

Pros: • Agreed marking criteria means there can be little confusion about assignment outcomes and expectations. • Encourages student involvement and responsibility. • Encourages students to reflect on their role and contribution to the process of the group work.

Cons: • Additional briefing time can increase a lecturer’s workload. • The process has a degree of risk with respect to reliability of grades as peer pressure to apply elevated grades or friendships may influence the assessment, though this can be reduced if students can submit their assessments independent of the group. • Students may be reluctant to make judgements regarding their peers. • At the other extreme students may be discriminated against if students ‘gang up’ against one group member.

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Chrysa's reflections and tips are very usefull. "To distance ourselfes and be an observer" is a very good tip among all the other ones. To what concerns recording I think that it would be intersting for me as a teacher to watch it and assess my self in many levels. May be it would be intersting for the students to watch it to. The class's journall I believe is a good assessment tool either.

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Crysa gave us a great testimonial on her experience. For me, recording the classes is out of the question because that would require a lot of papers to and from the students parents in order to have their agreement on it. Setting personal questions and answers, students questionnaires and peer-assessment would be my choice. Although not related to digital competence, I've been doing that for the last few years, since I do peer-assessment with some of my colleagues in school. We work together and question each other about the way we teach as we use different approaches to teach the same subject. When evaluating students tests and other work I always question myself on their failures or success and try to understand if that's due to my teaching technique. Finally, at least once in every other month, students answer a questionnaire about the subjects they've learned and what were the things they liked or disliked about my teaching. There's a space where they also can make some suggestions about what they would like to change in my practice.

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The colleague was very clear in telling her experience, She sounds convinced of the importance of evaluation and had the chance to experience it, within an E-twinning project.
It is important, reflecting on our way of teaching , although it is a bit diffuicult to self- assess in a detached way, as if I was another person. I always reflect of my daily work with students and if I am not happy with the way I taught,I feel uncomfortable.
As for peer assesment it is widespread in my school but it only in the form of critricism without any suggestion in favour of innovations.

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Interesting video. Very inspiring and challenging.

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Great job!

I'll follow Chrysa's advice to keep my distance from my own teaching and stand as an "observer" to it. Also, i'll remember, all the questions that we make to ourselves should be focused on us, in order to become better teachers after all.

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Thank you for this interesting video Chrysa. Very important ideas and reflections. In my school we have an observed class for two colleagues since we have teacher evaluation. This is an important assessment for our practice as well as self assessement.

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Very interesting video !

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Thanks a lot, Chrysa! Your humble and honest reflection on self-assessment was really insightful. I used to ask my students to answer a long questionnaire all about my practices (being aware that the use of ICT in classroom is still not a common practice for me, since I don't have enough digital competences). Now, at my school we are implementing peer assessment with a sheet to fill in. It aims to help us open our minds and our classrooms to the others, in a collaborative and reliable work of partnership. We are working on a "friendly -observer basis" and we are learning a lot with this experience, because we're working together. Your final remark reminding us that: the results of self-assessment don't mean "success" or "failure", are very deep and meaningful, since the question relies on ourselves and personal improvement, rethinking of strategies and practices and doing it with a reliable and friendly partner can really help us to become better teachers.

Thank you for sharing your experience

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I found Chrysa's tips on self-evaluation very thoughtful. She offered us what she gained from experience and that makes her ideas and words count more.
To make my self-assessment more meaningful I could use questionnaires. By the end of the year I try to get feedback from my students, but very few took the opportunity to assess my teaching, the content and the means that was used. I would like to hear some advice on how to make that practise more productive.
Setting personal questions is something that I do, but maybe I should make them more focus on key matters.
Videotaping has crossed my mind, but I have to check what the legislation says on that. It would be an interesting mean to use.
I am afraid to use peer assessment, because I haven't found a collaborative mindset in most of the schools. On the contrary many times there's an harsh antagonism to prove that one is better than the other. Hope that I'll manage to find like minded teacher in the future and do a peer assessment.

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Children easily gain access to ICTs. Soon, their inclusion in the classroom allows the teacher closer to the reality of their students. Self-assessment allows teachers to know their pedagogical skills and their digital competence. The teacher must position yourself as an observer and put the following questions to himself: What areas am developing? What progress'm achieve? What benefits behind what I'm implement? What I am learning to foster in my students? I with my students at the end of the day, I usually do an activity called balance of the day, in which students give their views on the activities that were carried out, what they liked most, what they liked least and what can be improved . This way allows to evaluate the activities made from students' opinions.

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I usually ask my students at the end of the school year to evaluate the quality of my lessons e.g in course organization, materials provided, content, activities, assignments and learning support. This kind of assessment gives me suggestions for better programming in the next school year. I'd greatly appreciate a peer assessment from a colleague, in the form of a "critical friend", but this at the moment sounds unusual and strange.

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Interesting experience; I fully agree with the last thought of Chrysa: "...remember that when you make a self-assessment there is no ‘’success’’or “failure”. You do it for yourself and just for you to be better."

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I enjoyed listening to Chrysa describe the methods of assessment used for their project. I would like to think that in future I will "look at my practice in depth and distance myself as an "observer".

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Very inspirational video and wonderful exemples of how we improved self-assesment and how to overcome the obstacles.

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I have always been convinced that we must always to improve, and self-assessment gives us the opportunity to look at the teaching process with objectivity, and once again an example of how evaluation can to improve our practice.

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Really great, hard and inspirational work. I repeat the same words that Ingrida from Lithuania . "there´s no success or failure"

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Interesting example of teachers' self-reflection and a way to comprehensiveness and objectivization of self-assessment process. I think that a relatively small number of teachers is ready to fairly face and to deals with this type verification of its own work.

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If the main objective is to improve yourself, the self-assessment gives us an opportunity to look at the teaching process with objectivity, making the necessary adjustments because it is effective.

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Peer assessment by a colleague, can be a tough one I know a lot of teachers who see their classroom as their own private temple, and they are not open for new ways to do it. They would never invite a colleague in to a peer assessment. But we have to be better to this. And that is very important talking about TeT. The technology is going so fast, and there is always new and better ways to do it. Let's be open for peer assessments, and new ways to do it :-)

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I like the words: there's no success or failure... It's all about reflecting, rethinking and having new aims, all about improving teaching and strategies.

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I absolutely agree with Chrysa: The results of self assessment do not pose "success" or "failure". The main target is to improve ourselves.

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This video is very interesting because it puts in some perspective the importance of being objective in self-assessment. Points out the necessity of being our own observer.

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As Melek from Turkey says the most important is to set achievable goals and from there to think about assessment. I have liked the sentence that Chryra says when she mentions you have to distance yourself and become an observer of your work

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I find Greek collegue's video very useful. The most important part for me is to 'set achievable goals' and to form realistic questions before and after the process to make realistic judgements. Every style of self-asessment which aere given example above has different strong points. For that reason, it may be effective to use combination of them. By that way, it is also possible to compare the results objectively and we can make comments on the reliability of the results.

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Very nice ideas and great tips! Self assessment needs a lot of work and good organisation. I believe the best way to achieve objective assessment is through peer assessment from other colleagues. Colleagues can not only identify strengths and weaknesses, but can also give ideas for improvement.

In my school for the past years we practice peer assessment from colleagues and I believe that it is the most useful insight to my teaching that I have received.

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Very inspiring...Self -assessment represents a really hard work but a rewarding one..It's important to set your own objectives, to ask yourself questions and see what you have achieved afterwards.

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Really great and hard work! But definitely needed!

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Very interesting, I took special notice on her self-assessments regarding how one's own level or skills are.

So in that perspective, I think it is important to set peronal questions - and also look at the goals.

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Goog worl Chrysa. I liked your advices.

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Thank you Chrysa . Good advices . Good exemple ! :)

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Setting personal questions before and after is a good way to know what we want to realize and if we really realized what we wanted to.

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I totally agree with the tips provided by the Greek colleague: become an observer, the teacher practice is the focus and there is no success or failure.

I also like eTwinning a lot. It is a unique opportunity to learn with teachers from all over Europe. The Spanish eTwinning National Support Service gives this advices to assess eTwinning projects and improve.

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Al finalizar vuestro proyecto eTwinning llega el momento de evaluar el proyecto, de comprobar cuál ha sido el nivel de cumplimiento de los objetivos propuestos y si los resultados esperados para cada objetivo específico se fueron alcanzando a lo largo del tiempo.

Si echamos la vista atrás y seguimos la línea del tiempo, los logros alcanzados son muchos; en consecuencia, la evaluación resulta un elemento estimulante para todos los implicados, en la medida en que pone de manifiesto el trabajo hecho y posibilita darlo a conocer a compañeros, autoridades, etc.

Una evaluación continua permite resolver los problemas y dificultades que surgen durante el desarrollo del proyecto y adaptar así los métodos de trabajo, plantear nuevas estrategias, etc., en función del camino que el proyecto va siguiendo. Con la evaluación final, además, pueden descubrirse algunos de los aspectos del trabajo realizado que deben tenerse en cuenta para futuros proyectos, tanto aquellos que deberían mantenerse y/o adaptarse, como los que sería conveniente modificar y mejorar.

Los agentes implicados en un proyecto eTwinning son fundamentalmente el profesorado y los alumnos de dos o más centros escolares europeos y, además, los equipos directivos, las familias, etc., de ahí que sea conveniente contar con su participación en el proceso de evaluación. No obstante, cada proyecto tiene sus propias características y participantes y la evaluación debe adaptarse a estas condiciones específicas, aunque existen ciertos elementos básicos para cualquier evaluación: un grupo de profesores que lidere el proceso, defina la forma en la que se hará y cuáles son los aspectos a tener en cuenta (la metodología, el calendario de trabajo, las actividades, la comunicación, las estadísticas...).

La evaluación no tiene por qué ser un proceso largo, siendo importante identificar previamente qué instrumentos pueden ser los más adecuados a emplear. No necesariamente los más sofisticados y complejos son los que dan la mayor y/o mejor información; tampoco los que demandan más tiempo para conseguir un resultado. Se trata de elegir entre aquellos que manejan los docentes y que ofrezcan la información necesaria. En el caso de eTwinning hay que acordar con los socios las herramientas de evaluación y la forma en la que se van a utilizar.

De los proyectos eTwinning se extrae que la evaluación se hace, en general, tanto de forma cualitativa como cuantitativa, y que se utilizan, entre otras herramientas, cuestionarios en los que se pregunta a los alumnos sobre diferentes aspectos del proyecto, formularios tipo test, herramientas online con elementos gráficos, rúbricas, etc.

A continuación os mostramos cómo han hecho la evaluación los alumnos de varios proyectos eTwinning. En algunos casos, la evaluación se ha centrado en las actividades, en otros en los procesos o en las herramientas utilizadas, o bien se ha hecho una valoración general del proyecto.

En el proyecto ICT, you and Me, se propone usar para la evaluación la herramienta en línea Goanimate. Con ella, el alumno crea una animación que le permite dejar su opinión. Si esta herramienta resultase complicada, también se puede utilizar Voki, que es algo más sencilla.

En el mismo proyecto han utilizado también la herramienta online Zoomerang, un cuestionario en el que los socios han valorado lo que más les ha gustado (las herramientas, las actividades...).

En el caso del proyecto ZaraCaen2012, cuyo resultado más destacado es un blog, los profesores coordinadores proponen a los alumnos un de texto en el que son los propios estudiantes los que hacen el seguimiento de sus entradas en el blog, la fecha en la que lo han hecho y los comentarios que han puesto en los artículos de los otros compañeros. Al final del documento, el alumno tiene que dar una opinión personal del proyecto.

Los alumnos han evaluado el proyecto TARAP(Take a Rol and Play) con un formulario Google docs y además han grabado un vídeo en el que han dado su opinión sobre algunos aspectos del proyecto.

Las coordinadoras del proyecto de Primaria eTwinning tourists in 5 star hotels han optado por evaluar una de las actividades a través de una , una tabla que presenta en el eje vertical los criterios que se van a evaluar y en el eje horizontal los rangos de calificación a aplicar en cada criterio. Los criterios representan las adquisiciones que se espera que hayan hecho los alumnos.

En el caso del proyecto GOAL! (Go outside and learn), el plan de evaluación se creó ya durante la fase de diseño del proyecto. Entre las herramientas utilizadas están las de autoevaluación, que se centran en el progreso del proyecto, en el trabajo en colaboración, en las competencias adquiridas, en el grado de satisfacción de los socios, en la consecución de los objetivos y en el impacto del proyecto en los participantes y en sus centros escolares. La herramienta online mySurveyLab ha servido para crear una encuesta.

El proyecto Family Lab ha utilizado un cuestionario para recabar información tanto de los alumnos como de los padres.

En el proyecto LAE. Legends Across Europe, han hecho parte de la evaluación utilizando la herramienta en línea Thinglink-Foto parlante, en la que los alumnos han expresado su opinión de forma oral y así lo han unido con el carácter oral de la difusión de leyendas tradicionalmente. Esta actividad forma parte de la evaluación oral de inglés del curso de 2º ESO del programa bilíngüe.Pasa el ratón por encima de cada alumno y haz clic en el círculo que aparece.

En el caso del proyecto Carpe Numtium: voilà nuestra FrItalianza las coordinadoras han creado dos hilos temáticos en un foro para que los alumnos expongan los aspectos negativos y defectos del proyecto, los aspectos positivos y cualidades del proyecto y por qué los consideran así (los mensajes son privados).

Si eres docente y estás pensando en solicitar un Sello de Calidad, es conveniente que conozcas los criterios de evaluación que los SNA de todos los países participantes en eTwinning utilizan para evaluar los proyectos.

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Al finalizar vuestro proyecto eTwinning llega el momento de evaluar el proyecto, de comprobar cuál ha sido el nivel de cumplimiento de los objetivos propuestos y si los resultados esperados para cada objetivo específico se fueron alcanzando a lo largo del tiempo.

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I really respect peer assessment from my colleagues. I believe that is very important.

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Self-assessment gives you the ability to set goals and use effective strategies, like Chrysa. Good job!

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I think it is a good idea a self assessment, maybe a peer assessment have the same point of view so it will be easier to improve our teaching.

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My digital competence is rather good. I´ve been interested in tech for as long as I can remember although I did not go in that field of work. Since 1994 I´ve been involved in making my pupils use all the digital skills I know in the mean vile I look for what new is available. As I´m driven by a self thrive I didn´t think about self assessments as a way althougt I have really been using it through the years without that label.

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The experience is very useful and can be carried on by a group of colleagues.

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Once more an exemple of how assessment can improve our practice. Let's not be scared by peer review and let's open our teaching practice... Easier said than done? I am still a bit reluctant because of my written English. Writing this portfolio is helping to overcome my shyness...

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Self assessment helps us be better teachers. It also helps us integrate ICT in the better way and gain more added value using them.  In this context I believe that recording our teaching is very helpful as well as a college’s vie. Setting questions helps organize and evaluating the lesson. I agree with Chrysa that there is no success or failure. We learn from our mistakes as our students do.

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Reflecting on our work and discussing with colleagues is very important in teaching. But I do not agree that the main thing is to do it for ourselves, I think that at the center of our world there are students and is mainly for them that we have the moral duty to self-assess ourselves.

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Very inspiring experience: and like many of my other fellow students, I really like the last sentence...

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A really nice work! I like the last sentence: ...when you make a self-assessment there is no ‘’success’’ or “failure”. You do it for yourself and just for you to be better.

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This is a good model that will help
me and also my students to self-assessing. Her tips are very useful. What do I keep in mind is: where am I about...

.my competences

.my targets

.my benefits

.my involvement
.my progress
.my management

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Very interesting and useful experience, which can be carried on if there's a good teachers' team.

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I think that this is a very interesting experience.

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I liked Chrisa's presentation very much, and can relate to her conclusions and opinions on the attitude on how to approach self-assessment.

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Great job. To realize it you need to be collaborative and work in group with colleague

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Very good presentation. I am of a type looking for peer assessment and this importance given to self-assessment, the way Chrysa puts it, is enlighting to me.

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Chrysa reflects a lot about her teaching practice, and I believe it's the best way to improve effectively, without recrimination or a defeatist attitude. In fact, it's not about a success or a defeat, but an objective look at how we work! During projects, in our school we usually offer students a questionnaire on the teaching and the course in general. I don't think this is very effective because students tend to copy from one another...I think an anonymous online questionnaire would be more honest for feedback.

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Chrysa talked us about great examples of her self-assessment. I will try to make questionnaires for my students to answer and set personal questions and answers.

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Chrysa's reflections and tips about self-assessment are very clear, structured and realistic. My capacity to analyze my practices in depth and to distance myself and work as an observer are the most difficult and challenging aspects.

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Interesting ideas about self assesment.Good job

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I kind of see myself as an orchestral director, because everything I do reflects on the class. It is the utter most importance that I look upon myself and not my students if there is something that is not worknig in the class or if they haven't learned what I ecpected. To adress well formulated questions to myself in this situation is of big help performing even better the next day. To keep a log,/diary/notes/evaluation each day to see progress and results are very important.

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What a great example! An engaging reflection in such diverse areas as project work, ICT use or self assessment is surely very welcome in my personal learning experience. It's inspiring to see it is possible to get involved in an assessment process that confirms that the will of changing our own practices is enough fuel to get started, and the courage of facing the answers to our self-posed questions not really an obstacle on the way.

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A great project. You can tell that Chrysa did a lot of planning and work on it. Congratulations.

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Very interesting.

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Good job!

I agree that all the questions should be focused on us, not the students or the teaching materials.

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It is innovative work, very interesting and challenging.

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i think this is a great work and the importance is understanding there is no failure or success,...but the most difficult point for me is finding time to do all that!!!!

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This is a great work! The most important thing is that "you do it for yourself" You need to improve your skills. There is no a failure process!!!!

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It is very useful way for accessment of our lessons. We can measure how much did our students learn. It can also be useful for our self- accessment.

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Chrysa had a very good experience with “MeTP” project. I agree with her that one of the most difficult points in self-assessment is to check the quality of design and implementation of our practice in an objective way, to distance ourselves and work as ‘’observers”. Here is reflected the importance of peer assessment. I don’t have the chance of peer assessment at school but I talk with my colleagues and I ask for their opinion or their advice.

I also agree that a good tip for self-assessment is to try to answer the following questions continuously and consistently: "Where am I as far as my competences? What area do I want to improve? What is the target? How am I going to manage that? What progress have I made? What are the benefits after all this? For me and for those involved".

Another good tip is to remember that when we make a self assessment there is no ‘’success’’ or “failure”. We do it for us to improve ourselves.

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A big bravo. It was a very interesting work

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I think that reflections are always present in daily work. I would add that the continuing professional development is essential also because it is a way to keep knowledge up to date.

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Very interesting work!

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Well done Chrysa! You have unusual ICT competences for physical education teachers.

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Great work! Well done! And I agree with Elina, Greece

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Chrysa, you've done a great job. I think it's very useful for all of us. Giving and answering questions to yourself is a very helpful tool. Thanks :)

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Thanks Chrysa!! Very nice work! I hold Chrysa's last tip: when you make a self-assessment there is no ‘’success’’ or “failure”. You do it for yourself and just for you to be better!!

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My self-assessment grid includes subject (learning objectives); quality of interaction with the students; use of ICT; problem-based solving; collaboration (I grade them from 1 to 5).

I find it very useful and reassuring as there is no judgement.

I agree with the notions of distanciation, observation as spoken about in the video.

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Thanks To Chrysa! I am interesting in MeTP!

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Hi Chrysa! It has been very interesting to hear your reflections on the cours we attended together last year! In particular it is very inspiring when you remember us three points: - to put distance with ourself and be an observer of our work - the self-assessment should not be associated to the evaluation of students - the result of self-assessment do not pose success or failure

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How many good teachers there are around the world! People who are not afraid to put themselves into question, to be judged by others.

She correctly says that we need to distance ourselves and work as observers! Great!

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So nice to see a neighbouring teacher give a lecture in this course! Good work Chrysa!

I think that recording our lesson can give us a better insight of what we could improve in our teaching in order to reach the goals we have set. Clear goals are also very important when you are involved in self-assessment. I liked Vilma's idea bout attending a colleagues' lesson and then discuss it...I always wonder about the work of my colleagues and I am sure we can learn from each other. I also thing that providing our students with questionnaires about the work which we have done, can give us a great insight and point our things we had totally missed.