Reflect and share by EUN Partnership aisbl

Leticia Gil from Spain

leticiaalfonsovi — 2019-02-11 10:16:24 UTC

The evaluation that would be carried out in this type of activities would be global, continuous and formative. It would allow them to evaluate each other and that they themselves would be continuously seeing aspects to be evaluated and proposals for change to achieve improvement. Collaborative groups and own creation of evaluation items could be used to evaluate

Lucía, Spain

lucia_marase — 2019-02-11 10:29:27 UTC

The power to develop the curriculum with projects is very positive. The benefits of being able to carry out activities outside school hours, informal learning is absolutely necessary to be able to give a sense to the contents of those that will later be evaluated. The development as people is always positive in collaborating and sharing experiences. The European project shown in the video as well as beneficial for personal development entails a benefit in the discovery and acceptance of other cultures.

Serpil, Turkey

2019-02-11 10:51:29 UTC

Students seem to learn a lot. Doing project is always a good way of collaborative learning.

Luísa Lima, Portugal

limaluisa — 2019-02-11 11:35:10 UTC

It is great to be able to participate in and learn from projects like this but they are not easy to assess. When there are specific tasks, you can assess them, but then you will need a global perspective about the person's involvement and progress, a way of finding out how much one's soft skills have improved, communication, interaction,etc. I think teachers need help to do that.

Dilay

dilay_tezgul — 2019-02-11 11:41:37 UTC

I would do process meetings and give them feedback also assess their process. I would have them prepare reporst and reflections and assess their reports.

Celeste, Portugal

mcelramos — 2019-02-11 11:48:44 UTC

In projects like Erasmus+ or even eTwinning it is not easy to assess the participation of students. We have to supervise as deeply as we can and try to assess the autonomy, the communication, the creativeness, the work, the collaboration and cooperation, and so much more. It is a fact that we have, in some cases specific tasks and that makes the assessment easy but otherwise we have to collect all information we can.

Okan

2019-02-11 12:34:21 UTC

Assessment depends on the task/work etc. For any type of thing that a teacher gives to students can be assessed by using different-aimed rubrics.

Sabine, Belgium

2019-02-11 12:35:17 UTC

The best assessment grid would be built by the students themselves, and better before the project than afterwards.
The global feeling could be evaluated by a blob tree test.

Ksenija, Slovenia

ksenija_pecnik1 — 2019-02-11 12:41:34 UTC

We have to let students present what they had learned elsewhere. If they can spread what they have learned it can contribute to the class community positive development and perhaps inspire others to think about their non-formal and informal knowledge as well and get involved in similar activities. Assessment? Badges!!!

Patrizia Italy

patrizia_lucchelli — 2019-02-11 12:44:26 UTC

Carrying out activities outside the school walls, in contact with other students from all over Europe, helps students in motivation, in peer collaboration and in the exchange of experiences and creativity.
In the proposed video it is clear that informal learning is the basis for building the European citizen of tomorrow

Igor CROATIA

igor_nikicic — 2019-02-11 12:52:02 UTC

It is not easy to evaluate collaborative work but the forms we got in 4.2 module helps a lot!

Leyla, Turkey

2019-02-11 13:27:25 UTC

Gathering with them weekly to find out how they are doing overall and expecting them to write down reflections.

CROATIA, Suzana

suzanaz0607 — 2019-02-11 13:33:46 UTC

Doing activities outside the classroom, visiting other schools, institutes...In projects like Erasmus or eTwinning ...

Sanja, Croatia

2019-02-11 14:09:56 UTC

Give them to search some topic on Internet and then discuss it, Exchange experiences with other schools...

Adela Gabriela

muresan_gabriela_adela — 2019-02-11 14:28:31 UTC

Doing activities outside the classroom, visiting other schools, institutes...In projects like Erasmus or eTwinning ...

Emiliana Rufo, Italy

emiliana_rufo — 2019-02-11 14:36:41 UTC

When I organise activities for Projects, such as eTwinning projects, the first thing I assess is involvement, then curiosity for the tasks and ways of finding information, students' ideas. Their use of ICT. Their use of English language, too. Students' collaboration in group work. Their ways of involving parents or relatives to collaborate on cultural heritage tasks. It is not easy to assess projects activities.

Carla, Portugal

carlasfs — 2019-02-11 14:50:08 UTC

In this type of activities it is tried to evaluate through the accomplishment of activities of show the involvement, the interest and the presence of the students.

Fatma,Turkey

fatmasarikayis — 2019-02-11 14:50:34 UTC

doing activites outside of classroom and some projects

Mihaela Marcu, RomaniaI would follow the way they develop certain abilities that I consider fundamental (communication, self-help, creativity, critical thinking, perseverance) and how these abilities are used in new learning and personal development contexts.

mrc_mihaela — 2019-02-11 14:53:28 UTC

Anita, Croatia

anita_simac — 2019-02-11 14:55:01 UTC

Regular assessments through discussion and rubrics is great. Peer evaluation is also important, so during the process of the project it is important to continuously reflect on what has been achieved and how to continue.
Informal learning is an opportunity to enhance skills outside the 'normal' lesson that is why I value eTwinning, Erasmus and similar projects so much.

Lidija Antolić, Croatia

lidijaantolic — 2019-02-11 14:57:26 UTC

In formal learning pupils get a grade for their final product. e.g. poster, picture book, Power Point presentation...

Cristina Dias, Portugal

2019-02-11 15:18:43 UTC

The kind of projects shown in the video, in my opinion, are so enriching that can be assessed in many different ways. Non-formal learning is the project itself with all the activities (courses, small reunions under themes, parties with a subject, visits and so on) and it can be assessed in informal talks, expressing opinions, self-reflecting or even simply when building self-knowledge.
Informal learning, in this example, is everything that is absorbed: cultures, traditions, jokes, differences between intervenients... and it is simply assessed when students apply their own knowledge in all types of learning and sometimes even in their own behavior towards different kinds of people, being more tolerant, for instance...

Sílvia, Portugal

simavidu — 2019-02-11 15:31:23 UTC

When talking about informal or non-formal learning, it is very difficult to predict their results. Everything focuses on the interests and motivations of the students, as well as what their peers and other institutions have to offer.
Learning from sporadic sharing can not be foreseen, however, this does not mean that it is not evaluated (which in my opinion must have the same relevance as the evaluation of formal learning).
Thus, the opportunity for the students to present these same learnings, whether through a poster, a video, a small dramatization, an exhibition, all this will be assets that could lead other students to also be interested.

emma giurlani Italy

findingasensense — 2019-02-11 15:33:00 UTC

Informal and non formal learning are an important part of our learning process also as adults. When I have the opportunity to share experiences with my students such as Erasmus and eTwinning projects I do really see how informal and non formal learning play a great role in motivation and involvement of students. What really works is the chance to learn without feeling stressed by judgement. Of course students know that their work and their struggles to achieve a common tangible results will be assessed but we share criteria and common goals. What is most relevant to us (as learning group)while assessing is the creativity, the real will and willingness to collaborate with others independently of personal ideas, putting the common result above one's own individual interest. Of course, depending on the type of activity, we share also criteria to assessing the use of ICTs , critical thinking flexibility and ability to adapt to contexts and people other than their own, ability to get out of their comfort zone using active listening and empathik thinking . I found the video really inspiring because I recognized in the video the same engaging experiences that I experienced in all Erasmus +mobilities that I could share with my students

Feyza, Ankara Turkey

2019-02-11 15:53:40 UTC

The students know that their work and their struggle to achieve a common result will be evaluated, but we share the criteria and common goals. This frees them from anxiety. It makes the environment more comfortable.

Barbara Matysek, Poland

BarbaraMatysek — 2019-02-11 16:14:21 UTC

I would assess the process of involvment of students in the activity. I would use the checklist for the self-assessment, peer assessment and rubrics for assessing students' collaborative work. I would prepare the checklists and rubrics according to the particular collaborative parts of the project.

Adina Geczi, Romania

2019-02-11 16:32:06 UTC

All of the basic principles of assessment that apply to individual students’ work apply to group work as well. Assessing group work has additional aspects to consider, however. First, depending on the objectives of the assignment, both process- and product-related skills must be assessed. Second, group performance must be translated into individual grades, which raises issues of fairness and equity. Complicating both these issues is the fact that neither group processes nor individual contributions are necessarily apparent in the final product. Thus, instructors need to find ways of obtaining this information.

Pureza

2019-02-11 17:06:06 UTC

To encourage students to perform out of the school.

Habibe, Turkey

2019-02-11 17:09:50 UTC

Gathering together after the project work and have peer assesment, self assesment, and evaluation of the project work as well as assesing the collaboration between the individuals and groups.

Marina, Zadar

marina_kulas — 2019-02-11 17:13:36 UTC

Erasmus projects are very diverse and interesting and anyone can find what they are interested in. Very good for young people and their advancement. Evaluating their work is not always easy, but can always be done.

Fernando Mota, Portugal

Prof_Mota — 2019-02-11 17:16:46 UTC

In my opinion, it is not easy to quantitatively evaluate students in their informal learning because they are learnings that are "only" part of them, of their experiences. Although, if we have been teachers for several years, we "can" qualitatively evaluate their evolution in terms of some softskills that result largely from their informal learning, such as: self-esteem; posture; empathy; cooperation; leadership; creativity and assertiveness that will shape your personality.
With regard to non-formal learning, it is also not easy, in my point of view, although in some cases, as in the preparation of individual and / or group work, participation in study visits can be done.

Hara, Cyprus

kyriakidouc1 — 2019-02-11 17:19:25 UTC

I think that assessment of Erasmus projects has more to do with skills acquired and the change of attitudes. A survey before and after completion of the activities would be useful.

Monique Malta

2019-02-11 17:21:54 UTC

I would set the success criteria to my students for a given task. I would then encourage different groups to give positive feedback to each other. In the end I would finally evaluate the end product.

LUMINITA GOLUMBEANU

luminitap2004 — 2019-02-11 17:27:15 UTC

Informal and non formal learning are an important part of my learning process also as adult.

Salva. SPAIN

cristinagomezmadrid — 2019-02-11 17:32:14 UTC

I think that nowadays we should focus on assessment by competences rather than on learning knowledge. The idea is to improve their skills that they will need in the near future and that they will allow them to adapt to new learning.

Helena - Portugal

2019-02-11 17:33:47 UTC

I have never worked with Erasmus students, but I think the best way to evaluate the informal and formal learning would be through a diary filled with the student's experiences, their communication s skills, how they collaborated in the group, the positive and negative outcomes for them.

I would agree with the suggestion about a survey before and after the set of activities. It is also possible to present them some criteria before each activity giving a chance to improve in their next step.

2019-02-11 17:34:39 UTC

Tanja Mihoković, Croatia

2019-02-11 17:40:23 UTC

Nikada nisam sudjelovao u jednom Erasmus projektu, ali sam čuo o pristajanju i smatram ga vrlo zanimljivim i korisnim. Postoje razne teme i mislim da svatko može pronaći nešto zanimljivo za njih. Vrednovanje bilo koje vrste aktivnosti je vrlo važno jer nam daje potrebnu povratnu informaciju.

Maria, Romania Evaluation would be an essay with the requirement:Your new colleague who speaks another language is not accepted by your group of friends. What are you doing?

2019-02-11 17:57:52 UTC

Annibale, Italy

2019-02-11 18:00:53 UTC

For the self evaluation of the competences learnt during an activity based of non formal education I used the Learning Agenda, a tool that I created and implemented during different Erasmus+ project. It is a tool in witch every day the particpant write the competences (kwoledge, skill and attitude) and in witch of the 8 key competences.
https://www.salto-youth.net/tools/toolbox/tool/learning-agenda.1274/

Betul, Turkey

betulkrs — 2019-02-11 18:02:30 UTC

I never attended the Erasmus program. However, I participated as a teacher in the Nature and Science Camp organized for students. Rather than evaluating students, they were able to express themselves, develop their feelings of confidence and go out of their shells. It was a great experience for all of us. I am following closely all the Nature and Science Camps organized in my country. :)

Naide,Turkey

2019-02-11 18:07:21 UTC

Through a project in the country can learn what they learned in the whole process. Or make effective presantations about it.

Mira, Croatia

mirar467 — 2019-02-11 18:16:19 UTC

Student learning can be evaluated by identifying the outcomes and criteria together with them prior to activity, creating rubrics. Evaluation can be done by using ICT or using the assessment rubrics and self-assessment after completion of the activity.

Maria Luisa, Genova, Italy

marialuisa_borr — 2019-02-11 18:23:10 UTC

The self-assessment and evaluation of a job are both important and contribute to forming those competences that the European Council is talking about: 8 European competences, the most important of which is "Competence to learn to learn" always for a lifetime.

Dan Sovan-Romania

sovan_dan — 2019-02-11 19:00:28 UTC

In non-formal and informal learning situations as presented in the video, students have to go out of spiritual comfort, communicate, express themselves freely, creatively and creatively, create bridges between cultures and differences of opinion or belief. The somewhat subjective assessment would refer to the behavioral and attitudinal changes perceived as being attained by students.

ÖZNUR/ TURKEY

oznurcamkesen — 2019-02-11 19:02:14 UTC

Bilim ve teknolojinin hızlı gelişimi, hızlı yeni bilgi üretilmesine yol açmaktadır.
Böylece, bilgi çok hızlı bir şekilde kaybolur veya eskimektedir. Örgün eğitim
örgün eğitimin sonu ve hatta bitmeden önce
endişe duyuyor. Bu durumda, sürekli kendini eğiten, değiştiren ve yenileyen kişi
gereklidir. Bugünün bireyleri
hak ve sorumluluklarını algılayabilmek için çağa ayak uydurabilir ;
Yaygın eğitim kurumları aracılığıyla topluma yaşam boyu sürecek ve işbirlikçi çalışmaları
öğrenme kapsamında düzenlenen etkinliklerle mümkün olacak.

Ana, Spain

arbenito — 2019-02-11 19:12:23 UTC

Ana, Spain

arbenito — 2019-02-11 19:12:25 UTC

In a non formal learning setting, one assessment tool may be to write down in a diary the activities and skills practised during the experience, as well as the personal impressions about it.

Nicolette, Malta

nixmill78 — 2019-02-11 19:20:36 UTC

In a non-formal setting, evaluating individual learning of what and how the participants learned can be part of the assessment procedure. Learners should be able to recognise the competencies and skills acquired even through self-assessment. Keeping a portfolio of the work done and presentations by the student also demonstrate what the student has achieved.

Sandra Oliveira

sandrasoliveira — 2019-02-11 19:49:52 UTC

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!

Esther from Spain

estheriitawork — 2019-02-11 19:51:48 UTC

I have never assessed an Erasmus+ with students but I guess the informal and non-formal learning that takes place should be tracked through a kind of Diary with a reflection on each day and what have you learnt. With a tool like that you could write
-What do you think you have learnt?
-What competences have you gained through the experience?
-Have you experienced any internal breakout of your ideas?
-What emotions have you felt?
-Would you repeat an experience like this?
-What have you learnt from people from the other countries involved?

Nilüfer GÜREŞÇİ

nil35b — 2019-02-11 20:07:58 UTC

Tools such as surveys, rubrics, self-assessment forms can be used to evaluate students' learning in informal and non-formal learning based on project studies.
The working process is evaluated.

Anda Silea, Romania

andasilea1980 — 2019-02-11 20:36:19 UTC

In nonformal education , the evaluation could be a diary of the activity and periodic reports

Göksel Ogalan, Manisa-Turkey

gogalan — 2019-02-11 20:37:52 UTC

Self-assesement has a significant role in evaluating informal and non-formal learning. The students should be fostered to take part and to take responsibility for their own learning activities.The assesement process can not be torn apart from the whole. Surveys , brain strom activities , rubrics , peer to peer meetings and discussion sessions could be mentioned as usefull methods for realising the primary goals of the learning process itself.

Ella, Croatia

ella_rakovac — 2019-02-11 20:51:16 UTC

One of the most important things in assessing informal and non-formal learning is the self-assessment. One good thing how to evaluate is some kind of learning diary, like the one we make going through modules.

Camino, Spain

2019-02-11 20:59:19 UTC

It is highlighted that assessment and recognition of experience-based competencies would create assumptions for successful lifelong learning. To achieve the aim, it is necessary the use or various methods for achievements´assessment of a student: learning achievementes´portfolio, observation of fieldwork, knowledge and practical activity test, interview...
It´s important that the achieventes´assessment methods revealed students completeness and ensure reliability of the assessment.
The purpose of learning achievements’ portfolio in assessing and recognising non-formal and informal learning achievements, is to evidence that a person, learning at work or in other setting, has acquired competencies adequate to the requirements set for a certain studios.

Naile Topbaş-Turkey

nailetopbas — 2019-02-11 21:02:34 UTC

I did a comenius project within life long learning programme. We made films together about our cultures and sightseeings. Nowadays, my couleagues are preparing an etwinning project. We saw that it is very useful to teach them everything they want. And also colleborating.

duyguapladi — 2019-02-11 21:06:33 UTC

İnformal and non-formal learning makes collaboration, communication and creativity easier. Students feel more comfortable.

Sarah Mallia, Malta

sarahborg85 — 2019-02-11 21:10:19 UTC

I would encourage students to keep a learning diary like the one we are using in this course and maybe write or upload something after each module and throughout if necessary.

Gjergji, Albania

2019-02-11 21:14:36 UTC

Erasmus projects are very good projects. Students learn to collaborate, solve problems and learn the skill of life that do not learn in the classroom.

Ljubica Ruzhinska, Macedonia

rljubica_78 — 2019-02-11 21:22:05 UTC

Assessing students' informal and non-formal learning can be done using a variety of tools such as: questionnaires, Assessment conversation sheets, Individual Course Plan, RKA Tools, workshop’s competence board, Skills Certificate, Skills Maps... Here is a document with some useful examples with the above mentioned tools for assessment

Aysel YILDIZ, Turkey

altinokaysel — 2019-02-11 21:50:01 UTC

Evaluations such as self-evaluations, evaluation of the process, and peer evaluations constitute the most important part of the evaluation in successful informal or non-formal learning projects. Thus, the project can be more successful. The most important process for the dissemination of successful studies is the continuous evaluations and the renewal and development of the project based on these.

Nițescu Emilia-Elisabeta, Romania

tomaemilia — 2019-02-11 22:07:55 UTC

Evaluating students in projects through formal and non-formal learning can be accomplished through feedback at the end of the activity, namely: at the end they will create an icon showing how they first felt at the end of the activity, what they learned from this activity

Hacı Ömer Erarslan,Turkey

erarslan1638 — 2019-02-11 22:18:24 UTC

Erasmus projeleri çok iyi projeler. Öğrencilerin öğrenmesini yapmayı, problem çözmeyi ve sınıfta yaşam becerilerini öğrenmeyi öğrenir.

Fátima Ribeiro, Portugal

2019-02-11 22:47:09 UTC

O projeto Erasmus é muito bom. Os alunos assumem um papel mais responsável, tornam-se mais autônomos e independentes. A avaliação da aprendizagem pode ser feita através de um questionário ou simplesmente através de uma breve descrição do que você experimentou.

Jorge Conde, Portugal

jmsc — 2019-02-11 22:48:08 UTC

In my last Erasmus mobility we asked the students to create a learning journal where they had to describe each day and what they have learned in each activity. For example on of my students created a prezi https://prezi.com/view/gmKc0UDvhdNhxMPfEAEP/
I also try to make the assessment task easy and I usually create kahoots and quizzes online (365 Microsoft forms, for example).

Paulo Alves, POrtugal

pjfalves — 2019-02-11 22:49:24 UTC

Wow... So many chances to interact with so many people from so many countries. I feel like the students on the video when I´m here. I like to read people from others places and try to imagine how they work, how they manage to change lives of students by implemented the content of this MOOC.

Michela, Italy

2019-02-11 23:15:24 UTC

In non-formal learning settings, such as the ones shown in the video, I think self and peer assessments play a decisive role.

Aleksandra, Croatia

abrmbota — 2019-02-11 23:19:01 UTC

I agree with colleagues that the diary could be some kind of assess. But also dissemination of project is very important. Every student could make some presentation of his part of project. That could be evaluated by peers.

Semra UÇAR ŞAHMELİKOĞLU,TURKEY

semrasahmelikoglu — 2019-02-11 23:23:00 UTC

Learning continues throughout life. If our students learn how learning is, no one will be able to stop them. Just like in Aziz Sancar.

Alex_PT

teacheralex_dua — 2019-02-12 00:53:50 UTC

Assessing student learning is a complex task but assessing it in projects is even more. That’s one of my major concerns with eTwinning projects as I feel insecure myself about the best way to do it.

When there are specific tasks and roles, we can assess the students’ participation and learning by closely observing the dynamics, their involvement and engagement; however, in a project like the one described in the video, whose aim was to develop soft skills, the learning is more in attitudes and behaviours, the changes and progress made, and therefore, now that I think of it, maybe there can be focus groups, activities or form filling in that gives us an idea of the past / present, of before / after.

Well, I admit it: as far as I am concerned, some / more professional development on how to assess student learning in projects that provide students with opportunities for informal and non-formal learning would be welcome!

Audronė, Lithuania

2019-02-12 04:58:15 UTC

Self-assessment in diaries, journals, etc.

Anca Maria

2019-02-12 06:56:03 UTC

I think self assessment and keeping a diary would be appropriate.

Halil SÜNBÜL/Turkey/Osmaniye

2019-02-12 07:28:31 UTC

Our projects such as Erasmus +, e-Twinnig and science festival, science fair contribute to students' learning.

Mehtap Öz

mhtpz83 — 2019-02-12 07:54:48 UTC

Self & peer assessment

Eduarda Sousa, Portugal

edsfsousa — 2019-02-12 08:54:35 UTC

I think in such a project as Erasmus or any other project such as this the best way to assess would be to:

create, together with my students, a simple, clear checklist to assess their skills, engagement, etc;
make a digital portfolio/diary or scrapbook to share their experience (maybe using padlet, sutori...).

I would monitor regularly and promote not only self but also peer assessment.

Lidija Hatadi, Croatia

2019-02-12 09:20:41 UTC

It may be necessary to encourage students to write a learning diary during the project implementation and thus take responsibility for their learning.

Paulo Almeida, Portugal & Belgium

pauloalmeida19691 — 2019-02-12 09:36:23 UTC

Assessment of projects should include instruments that go well beyond the traditional ones(tests, observation lists, checklists). Thus, students can build portfolios, wall or digital newspapers, build reflection blogs, create logbooks, and more. These instruments shall provide for the evaluation of processes and products. In any one of them, the possibility of peer and teacher feedback should be provided.

Mine, Turkey

maygulkaya — 2019-02-12 10:55:38 UTC

Self-assesment in diaries, evaluation questionnaire

José Machado, Braga, PT

zecostamachado — 2019-02-12 11:10:54 UTC

The video reminds me of the phenomena of academic praxes and interactive games between peers or groups for disinhibition, hetero-knowledge and autonomy. The evaluation of this type of practice requires conversation, writing or narrativity and shared reflection

2019-02-12 11:16:21 UTC

Carla Paiva, Portugal

crlpaiva73 — 2019-02-12 11:26:06 UTC

Actually at the moment I'm part of a Project Erasmus+ with a Romanian and a German school.
We've already made two trips with the students to Cluj Napoca and Cologne. It was wonderful to observe how they changed throughout the experience. At first they were very shy but then they started talking with their foreign peers and it was an amazing experience to them. they didn't want to come back to Portugal! By observing their behaviour and through their comments and questions, we can see/ feel what this kind of experience does to our students: they learn about different cultures and different people and they have the chance to practise English in a real environment, realising how important this language is to communication. The students involved in the Erasmus Project became more motivated, participative in English classes after this experience.
During the trip, we asked students to write a diary where they could share what they did and their feelings. We also have a blog https://inclusioning.wordpress.com/
where we put pictures and the work completed by our students in the Romanian and German schools. It was a truly collaborative work there.
During this kind of experience it is important to listen to the students and be there for them when necessary but let them be more independent.

Anna

an362na — 2019-02-12 11:30:54 UTC

Diaries, evaluation questionnaire

Sara, Portugal

2019-02-12 11:46:07 UTC

My school has the Erasmus + project with schools from several countries. The students do research on various subjects in their region in digital format (piktochart, timeline, prezi), and then present them to their colleagues from other countries. This work is performed in pairs and evaluated through a self-assessment grid.

Soraya, Portugal

sorayaroliveira — 2019-02-12 12:26:43 UTC

I think it is more challenging to evaluate non-formal and informal learning in this type of projects. However, it is much more interesting to do it, and the results are more rewarding because we don’t know precisely what students are going to find more significant in what they learned and experienced.

I evaluate it with self-evaluation questionnaires and with observation grids to their involvement during the process and of course with the final product, that must be very «open» to their willing. I have never used, but I believe a portfolio (like a learning diary) is a very useful tool to assess their learning in this kind of project.

Fatma AVCI/Turkey

fatma_epo — 2019-02-12 12:36:42 UTC

I do projects in my school, we do many activities with the help of these projects. they reinforce students' cooperative learning skills.

Miguel Correia, Portugal

2019-02-12 13:12:31 UTC

In projects with informal and non-formal evaluation, the assessment must have parameters that are quite different from the Mathematics discipline.

Personal development, gain of autonomy, sense of responsibility, group spirit and teamwork, ..., are evaluated by direct observation and, for example, daily dialogue at the end of the day between everyone on the work developed, problems arisen and their overcoming, positive aspects, among others.

Teachers and students have to take into account the competencies and skills to be developed throughout the project.

Despoina Amarantidou, Greece

damarant — 2019-02-12 13:54:47 UTC

Assessment is really important for students especially self and peer assessment and observation.

António, Portugal

antonio_branco — 2019-02-12 14:12:26 UTC

Self assessment, peer assessment, digital portfolio, evaluation questionaire...

Ana, Portugal

ana_montenegro5 — 2019-02-12 14:33:39 UTC

In my opinion assessment in this situations should be done buy students themselves. Students should have the opportunity to talk about the process of learning and evaluate it, sharing with others what were their main difficulties and their main achievements.

Giorgia, Romania

giorgiagroza — 2019-02-12 14:43:12 UTC

Diaries, digital portofolio, self and peer assessment, evaluation questionnaire

Angelo, Rivoli, Italy

Angelo — 2019-02-12 14:43:18 UTC

To evaluate the learning of a young person involved in the project like that of Street Arts, I think I would ask them to create a digital artifact in a group of people of different nationalities (a video, a slideshow) entitled "The importance of being Europeans". Of this final product I would evaluate:

the originality
the graphic appearance
the clarity of the message

On the other hand, if I had to evaluate the progress made by the students on some soft skills (eg empathy) I think I would have a self-assessment questionnaire at the beginning and one at the end.

If I needed evidence to evaluate th process, then I think I would ask them to produce a project portfolio, with reflections documenting the growth of their awareness day by day.

Kata, Split-Croatia

2019-02-12 14:56:35 UTC

My school is with some other schools from Europe in Erasmus project named Start up project for young people. We share ideas in this project how to start your own business.

Sibel Akyılmaz Ateş, Turkey

sibelakyilmazates — 2019-02-12 15:01:31 UTC

I do the evaluation of the students with peer review.

Isabel Pereira, Portugal

imariacpereira — 2019-02-12 15:07:01 UTC

I have never had the opportunity to work on projects that offer students formal and informal learning opportunities. However, I think the best way to assess your learning will be by creating logbooks and meetings that promote joint reflection, via Skype for example. It is also important to maintain regular contact with the guidance teachers or someone responsible for the project in order to obtain information about the involvement and participation of students in these projects.

Antonino, Portugal

antoninoesteves1 — 2019-02-12 15:11:53 UTC

Non-formal education is related to out-of-school learning in informative environments such as the media, museums, fairs, events and other free ways to learn. This way of learning is related to the interests of the learner.
Informal learning occurs through spontaneous processes that take place day-to-day through conversations within the family, with friends, colleagues, and other unscheduled forms.
These two forms of informal and non-formal learning are fundamental to the holistic development of students. They are more difficult to evaluate because they are unstructured. However, it is possible through projects to promote these types of education that can be evaluated through portfolio and presentation of the final product to evaluate the project.

Lurdes - Portugal

mlurdesnljesus — 2019-02-12 15:30:35 UTC

I haven’t thought about it before, but maybe I would have to design a questionnaire that they would have to answer to before that sort of project and at the end of it they would reflect on their answers and make some notes on the answers they would change explaining why they decided on those changes.

Simona, the Czech Republic

2019-02-12 15:38:33 UTC

I have not thought of that either. Maybe assessing an outcome of such a project (photos, videos, interviews, news report...

Vlatka Čus, Croatia

vlatka_cus — 2019-02-12 15:50:45 UTC

Portfolio or diary which begins with expectations and ends with of most valuable what, according to their own opinion, students learned or accomplished during this project.

Ana Teresa Gonçalves, Port

ateresag — 2019-02-12 16:12:28 UTC

I think I would ask the students, who had participated in the activity, to make me a text describing the project and explaining to me what aspects and how the project had contributed to them evolve.

Cinzia Fontanive, Italy

nicomd — 2019-02-12 16:12:52 UTC

would ask them to write a learning diary about their experience in the project and self evaluation worksheets to fill in at the end of activities done with foreign partners to assess soft skills as well.

RICARDO, BOLOGNA - IT

2019-02-12 17:47:52 UTC

Like Elena said, assess the process and the product not forgetting how the individual responsibility is important for the group success.

Jasenka Kuljak, Croatia

jasenka_kuljak — 2019-02-12 17:56:22 UTC

My school has the Erasmus + project with schools from several countries. The students do research on various subjects in their region and then present them to their colleagues from other countries (videolink, ...)

Clara Vitorino, Portugal

clara_vitorino — 2019-02-12 18:18:58 UTC

Recently I had several students participating in an Erasmus project in my school. I didn’t participate in it but I thought it was important to give value to what they were doing. So I invited these two students to integrate an activity of our class in the Erasmus activities. They had to present a Portuguese poem (contemporary poem) to 30 foreigners (teachers and students) who didn’t speak Portuguese. They chose a poem of Sophia de Mello Breyner, they translated it to English, and explained its content using images, in the end they asked the audience to read the poem aloud in Portuguese and they helped with the phonetics. Everyone enjoyed the activity.

The assessment was based on their creativity, the way they found to make the poem understandable, the oral communication (even if it was in English and my subject is Portuguese literature) and how they felt proud in the end.

In this way, I could integrate the participation in an Erasmus project in their regular classes of Portuguese literature.

MIHAELA DIACONU /LICEUL DE ARTE/BUZAU/ROMANIA

2019-02-12 18:33:32 UTC

Extracurricular activity involves students through motivation. Creativity, together with competition and collaboration appear. We share our own experiences. The video demonstrates that informal learning has an important role in human training.

Francesca, Italy

2019-02-12 19:06:08 UTC

As my colleagues Riccardo and Cinzia wrote, I would assess both the process and the product and I would also ask them to write a learing diary to keep track of all new little discoveries and improvements.

2019-02-12 19:12:43 UTC

I do a lot of different eTwinning projects with my students, starting from 1st grade, after some years, now I can feel this European collaborative air in my classes and also in my school. We are now also in an Erasmus 229 and we learn a lot about us and anout others. Aurora, Slovenia

Zekiye KAFALİ, Turkey

zekiyealan — 2019-02-12 19:24:05 UTC

I think it would be useful to ask students to keep a learning diary from the beginning of the projects to the end.

Ana Clara Grecu, Romania

anaclaragrecu — 2019-02-12 19:30:14 UTC

Last year my class was involved in several etwinning projects. The result was better oral expression both in mother tongue and in English, more solid knowledge of the universe, a widening of the sphere of interest and a deeper understanding of the European culture.

Madalena Macedo, Ponte de Lima, Portugal

2019-02-12 19:40:22 UTC

To assess the students informal and non-formal learning related with a particular experience in their lives, I suppose maybe the best way would be to hand them a questionnaire/survey to answer.

kamil ksk turkiye

2019-02-12 19:47:28 UTC

if the students use their learnings in prowing their life standartd and learnings make them hapy ,no matter how they learned formal or nonformal for me .important think is how they solving problem ?.quiqly and easly,amused or westing times and tired..?

Hacer ,TurkeyHanding out a self- assessment paper together with rubric or preparing a questionnaire may help for evaluation. Monitoring the learner’s involvement and eagerness into clasrrom activities is another criteria. I think it best to spend sometime outside classroom with students to integrate formal informal and non formal learning.

2019-02-12 19:50:18 UTC

thomai greece

thome06 — 2019-02-12 19:56:00 UTC

How much energy they would have, how much their social skills would have improved, and how happy they would be.

RUKİYE DENGİZ/TURKEY

2019-02-12 19:57:29 UTC

Using rubrics, task check lists and also peer assessesment lists will be very helpful for teachers.

Sílvia Teixeira, Portugal

silviamg_teixeira83 — 2019-02-12 20:08:14 UTC

I’m a primary school teacher, so I’m not acquaint with this kind of programs such as Erasmus+. However, I would say that I would assess student’s learning through a learning diary or even a blog, where they could share what they did, saw and learn and what they fell or think about it.

Serenella Silenzi Macerata Italy

s_silenzi — 2019-02-12 20:10:12 UTC

I would use:

Self/Peer assessment (formative assessment through a checklist/questionnaire)
Group/individual formative assessment (through rubrics)
Individual summative evaluation (through rubrics).

In all these cases I would define the criteria with my pupils first.

Oğuz YAVUZ,TURKEY

2019-02-12 20:23:28 UTC

Individual/Self assessment may include learning diaries,checklists or to do lists. Peer assessment may include the similar ones,as well.

sadık çalışkan

sdk44drk1 — 2019-02-12 20:32:19 UTC

it is clear that such activities have a lot of fun. It will be very useful in terms of increasing social skills and increasing communication.

Maria Cristina Rocha, Portugal

mcrisroch1 — 2019-02-12 20:36:57 UTC

Based in the videos of Elena Pezzi and Erasmus +: Youth Exchange, I would, at the begining, draw a few criteria with the students, in order to help them to focus while learning process would happen.
After, I would ask for apeer interview construction, that could eventually be also object of a peer evaluation, when presented.
A portfolio and a mewspaper page created with several news, reports and critics could be a form of evaluation.
A checklist in the middle of the Erasmus+ meeting could also help me and the students to assure learning competences and usefull information.
Maybe I would invite students to share with the younger ones the experiences in order to evaluate the learning process and ask them to prepare a presentation for the class too.

Dimitria Ayanska,Bulgaria

dimitriaayanska — 2019-02-12 20:57:02 UTC

Maybe a learning diary is a good idea. Aslo filling forms , questionnaires, rubrics.. Whatever the method of assessment, it should be based on how students feel at the end.

Luminita, Ro

adi_luminita — 2019-02-12 21:05:16 UTC

I would assess students learning through a learning diary or even a blog, where they could share what they did, saw and learn and what they feeling or think about it.I would still work with Agenbooks, digital portfolio, self-assessment and peer evaluation.

Raquel Martins, Portugal

2019-02-12 21:48:27 UTC

This evaluation can only be done in an observational, interactive, involved, constant way, by all the people involved in the process - including the evaluated one. In this evaluation it is verified if the learner is developing the required skills and abilities with the project. It has to be an assessment throughout the process, with constant feedback among the various stakeholders. In the end, everyone would have the opportunity to present their learning, challenges and obstacles in a way that they could.

Rachel

rachelawhis_ra — 2019-02-12 22:08:15 UTC

As a preschool teacher, I would assess my students by using checklists which would have been already prepared by the students with my supervision.

Ana Teixeira, Portugal

annapaulart — 2019-02-12 22:56:43 UTC

I think a blog would be a great ideia to assess a project like this one on the video. Probably some rubrics and self-assessment grids would help me to have some students' feedback too.

Doinita B., Romania

2019-02-12 23:10:06 UTC

Assessing pupils in projects offering informal and non-formal learning opportunities must take into account not only their progress in the knowledge plan but also the satisfaction they feel as a result of their participation in the activities of such a project because this satisfaction represents a very strong motivational factor that can be used for the professional and personal development of students.

Maria, Portugal

mariatiago — 2019-02-12 23:17:13 UTC

We could measure either the products or the process or even both it depends on what we want to assess after discussing and sharing with the students the assessment criteria.
By observing carefully the dynamic of the class, students, pair or group work and by giving feed-back we can manage assessment. It’s also possible to assess with observational assessments when we have given individuals different tasks, work or responsibilities and assess the students’ performance improvement.

We can also assess content or products (videos, PowerPoints, newsletters, presentations…).

It’s also possible to use checklists to do self and peer assessment or even a learning portfolio.

FilipaGFM, Portugal

filipagfm — 2019-02-13 02:16:30 UTC

I would assess student learning by making evaluation a routine. Ideas such as the ones presented on the videos - getting students to elaborate their own assessment criteria, for example, would be the best way to assess these types of projects. Students should also fill in those assessment rubrics with their self evaluation and peer contribution. Maybe a "Class Diary" would be a great way to understand how their learning is going - creating communication circuits, debates about the work they have developed and giving time to students to share their achievements and frustrations with their classmates.

Cecília, Portugal

cecijart — 2019-02-13 02:36:55 UTC

I would evaluate using methodologies such as: text production, plastic expression (drawings), checklists and self-report sheets.

Cláudia de Sousa, PORTUGAL, EAST TIMOR

2019-02-13 07:49:53 UTC

Assessing students that are attending courses that aim at their holistic development in society, such as Erasmus and others, is something that isn’t based specifically on cognitive features but above all on the development of wider social skills, such as: empathy, interaction, cultural awareness and respect, communicative skills which may be more than just language skills, the ability to socialize, engagement and self-confidence. These are some of the criteria to bare in mind in this form of assessing. Non-formal acquisitions are highly important and are therefore to be taken into account.

Mariangela, Italy

mariangela_biel — 2019-02-13 14:19:45 UTC

I think self-evaluation and peer/group evaluation is important in such cases.
Blogs, reports can be another way, as well

Uğur B.

cayirovamem — 2019-02-13 14:23:31 UTC

Dosyalarını

Ester Degennaro,Italy

esterdegennaro — 2019-02-13 15:05:23 UTC

I think that you can assess a project in various ways in non-formal and informal learning:

- rubrics for evaluating competences and collaborative tasks

- self-peer assessment

- digital portfolio to document activities and students' progress

- blog with other partners to communicate and share activities

- skype sessions to meet virtually

- real exchanges in Erasmus+

Dana, România

danapunei — 2019-02-13 16:58:48 UTC

I would use checklists, peer review and digital portfolio.

Beatriz (Spain)

2019-02-13 17:19:40 UTC

I think a good brainstorm and debate with students can be the starting point, as they can also contribute to creating proper self and peer assessment tools and they are likely to perform better if they had a say in the whole process. Sharing their experiences by means of a blog can also be a good idea.

Banu Güven, Konya/Türkiye

banuguvenster — 2019-02-13 18:29:11 UTC

Best evaulater of the works are students indeed. If we can give that oppurtunity to them they can evaulate each other well and also they will make their best effort because of the criteria they prepare.

Angelamaria Galderisi, Italy

soleemare_a — 2019-02-13 19:53:20 UTC

I think that a good way to assess students' learning is represented by self-assessment and peer assessment checklists. Students are interested in their own assessment so they will be more involved in their peers' assessment.

Here we can really find interesting rubrics to adapt for our own teaching, from the Co-Lab Guidelines for Assessing Collaborative Learning in the Classroom:

Andreea T., Romania

tomescuadrian81 — 2019-02-13 19:56:17 UTC

I think it is a good way for pupils to learn to communicate, collaborate, solve various problems together. Thus, students feel more comfortable and creativity develops more easily.

Sanja, Croatia

2019-02-13 20:02:01 UTC

Informal and non- formal learning is made by collaboration and using many tools.

Rute Vieira, Portugal

rute_sofia — 2019-02-13 20:13:46 UTC

I have never had the opportunity to work on projects that offer my students informal and non-formal learning opportunities. However, I believe that it would be important to register these moments and with that the construction of a diary with record of what they learned and in what way those moments were important to them and what evolved with those moments. It would also be pertinent in the end to construct a "brainstorming" among all in order to realize what all of them have learned and in what form it has contributed to their growth as a person.

Renata, Zadar

ruic_renata — 2019-02-13 20:41:28 UTC

Blog, portfolio, conversation, discussion. Checking abilities to do something.

Violeta Cumak, Lithuania

violeta_cumak — 2019-02-13 20:59:08 UTC

Evaluation of formal and non-formal activities probably have differences. I think in non- formal education need to evaluate more things, included an achievement in socialisation. The teacher could assess this achievement. I think in non-formal education is important oppinion of peers as well, so, peer -assessment could be done by creating a clear questionnaire together with pupils and making a platform for sharing their experience. Self -assessment could be done in same way.

selmameral1988 — 2019-02-13 21:25:06 UTC

s student learning in projects that provide students with opportunities for informal and non-formal learning, like the one in the video? After you've answered, browse through your peers' contributions and "like" the two that appeal to you most.

SELMA MERAL-TURKEY

selmameral1988 — 2019-02-13 21:25:57 UTC

THE STUDENT IS MORE SUCCESSFULLY WORKING IN PROJECTS. He gives his lessons in lessons and makes his way to develop. They don't care about cogent learning in projects. IT PROVIDES THEM SOCIETY.

Adina Marcu

adinamarcu9 — 2019-02-13 21:39:35 UTC

I think i will use portofolio,our classroom blog and self -assessment. Together.we will find the ways to solve our problems.

Ana Paula Fonseca, Portugal

2019-02-13 22:09:26 UTC

Erkan ERDEN, Simav/TURKEY

benerkanerden — 2019-02-13 22:09:53 UTC

Yaygın eğitim, örgün eğitimden daha ücretsizdir. Çünkü gönüllülüğü var. Sınavı geçmeye gerek yoktur ve stres yoktur. Örgün eğitimde, ders atlama sınavı vardır. Her ikisinde de, öğrenciler birbirlerine sorulan soruları toplarlar ve eğer bir soru havuzu oluştururlarsa daha iyi öğrenirler ve mutlular.

teacherEB — 2019-02-13 22:10:37 UTC

In the rubric I use for assessing students' project I also consider soft skills, in particular communication. The highest score is given to the student who " Demonstrates strong enthusiasm about the topic during entire presentation. Lots of eye contact, great voice volume, tone and pacing. Hand gesture and body movements that support the presentation. Significantly increases audience’s awareness of the topic; convinces the audience to recognize the importance of the topic."
The assessment is shared with the rest of the class.
I also use digital portfolios so that they are more aware of their progress.

Ana Correia, Guarda, Portugal

anacorreia1 — 2019-02-13 23:18:03 UTC

Soft skills always have a place in my assessment and evaluation procedures throughout the school year. These skills are a permanence, even because I need to understand them to really get to know my students.

When contexts are completely informal, I only use direct observation to gather information, but in collaborative contexts, when formally organized, I assess soft skills through:

- Prior definition of criteria (collaboration, adaptability, ethics, self-confidence, and so on);

- Direct observation of the process to find evidence of the soft-skills defined;

- Pop-up rubrics for assessment, peer-assessment and self-assessment to understand personal strengths and weaknesses and re-direct attitudes

- Synthesis and identification of progresses and areas to address in future projects or other contexts

In my opinion, informal and non-formal learning, have to be assessed on the go: process and progress. Isolated products are rarely a good context to gather information on this type of learning.

Drazenka, Croatia

drazenka_kuzman — 2019-02-14 05:43:00 UTC

One of the most important things is the self-assessment. Students can use learning diary, e-portfolio,...

Derya Ümüş CEM,

2019-02-14 08:25:34 UTC

The student will be more comfortable because it is not evaluated with a grade. Self-evaluation questions with will find itself.
What did I learn in this event?
What did I do well?
What was I forced?
In which area should I develop myself more?
What are my strengths and weaknesses?
Asks questions

Voinea Axinte Costica, Romania

2019-02-14 09:23:35 UTC

Informal and nonformal learning is made by collaroration and personalized learning.
Collaborative troubleshooting involves two or more people working to find a common solution to the problem. All participants must contribute resources, including skills, etc. so the problem can be solved. These two or more people will have a common purpose; the resources needed to solve the problem outweigh the capacity of uneising people. If individuals work together, they should be able to solve the problem. Solving collaborative problems or working with other people to solve a common task involves everyone's contribution and exchange of ideas, knowledge or resources to achieve a common goal.

Conceição Rodrigues, Portugal

ConceicaoRodrigues — 2019-02-14 11:59:01 UTC

Unfortunately, I have not participated in any project similar to the one presented in the video. I believe, however, that students and teachers who experience this kind of experience will not be the same again. The skills that are developed and improved in an informal environment mark the human being more than those that are developed in a formal environment, since in an informal environment, the characteristics of each are reinforced, emotional intelligence is much more developed and the interpersonal relationships are strengthened; the confrontation of ideas and cultures, respect for difference are magnified and intensified aspects. In a formal environment there is not always an opportunity to deepen these competences.
I believe that the use of a portfolio, digital or not, is perhaps the best way to evaluate this type of project. In this way, each one personalizes your learning process. The presentation of the project developed, at the end of the project, to the school community by the participant, I think it will be another element of evaluation. During the development of the project, there may be dissemination of activities, so that all the community is aware of the development of the project. In this way the participants can also show their evolution in the project.

Ana, Croatia

2019-02-14 13:05:39 UTC

In such outdoor activities and projects students usually enjoy because they don't connect their learning process with the classical indoor learning and thus the most important evaluation is the self assessment in terms of reflecting and doing surveys and portfolios containing some paper notificitons of attending

Nilüfer Parsak Adana Turkey

parsaknilufer — 2019-02-14 13:11:27 UTC

Raquel Santiago, Portugal

prof_raquelsantiago — 2019-02-14 13:40:47 UTC

I have never participated in such a project as the one in the video, but I have had the opportunity to work on smaller projects with my students that help them develop their soft skills that are not usually developed in formal learning environments.

In such situations, I often have checklists to help students stay on task and reflect on the work they are doing. Students motivation and dedication to the work is also evaluated, but based on the criteria we have at our school for attitudes, which include items like, autonomy, interest and collaboration.

Margarida- Portugal

margaridabzzz — 2019-02-14 13:49:01 UTC

When it is possible for us to involve our students in projects offering informal and non-formal learning opportunities we have to be aware that they will be able to learn much more than the content directed towards the discipline or disciplines that will be concerned. There is a possible development of so-called "soft skills" that theoretically and academically may not have much value, but it has a lot of personal development. I believe that this dimension must also be assessed.
Depending on the size, time or daring of the project, formal evaluation of the content acquired and / or tasks performed should be frequent. Building a portfolio, holding team meetings, and using task lists, already mentioned here, are good strategies. I also believe that this whole process of building and completing these materials will be richer if students are receiving feedback from project supervisors.
Regarding the evaluation of soft skills, I believe that the ideal is for the student to perceive his / her own evolution. We teachers, counselors, we can notice that a student already works better in a team, that already accepts opinions different from his or that can already express his opinions and we must keep that evolution. But we must also confront the student with this evolution, providing moments of self-analysis, where students identify what they did not and now do. It is this self-consciousness that is the greatest gain in acquiring new skills.

Lídia, Portugal

lidiamsantossousa — 2019-02-14 14:10:52 UTC

An efficient, valid and reliable assessment of student learning in projects combining informal and non-formal learning, like the ERASMUS + project showcased in the video, relies to a great extent on planning and coordination.
Together with each student and according to the project goals, the home-teacher/monitor will most certainly define some goals. As a foreign language teacher, I can point out:
- target-language speaking fluency improvement;
- target-culture knowledge and understanding development;
- interaction efficacy (pragmatic competence) development;
- ...
Criteria and rubrics will be discussed in advance with teacher(s)/monitor(s) of the welcoming institution(s)/family/families and may even include peer evaluation sheets for formal, non-formal and informal learning. Forms, check-lists, one skype meeting prior to students' departure another one along the project, a last one at the end... A portfolio to be organized by each student with both fixed and added/"pop-up" rubrics, as one colleague put it in the previous activity, ("certified" by educators and peers through signature and/or stamp, oe even digital signature).
The paragraphs above cover not only self and peer assessment possibilities but also hetero-evaluation by all agents involved of formal and non-formal learning. Informal learning, the relevance of which relates to the development of soft-skills, with growing importance in today's world, is also covered. This assessment, carried out by all agents involved, will surely validate the student's experience and empower him/her through learning.
Finally, the format of the assessment resources and materials - whether online or on paper, with exclusive or partial support of digital tools -, would depend on the degree of user-friendliness of each one of them for the project partner institutions and agents.

Grazia Paladino, Italy

graziampl — 2019-02-14 15:03:34 UTC

In a school project that integrates informal and non-formal learning phases with formal ones I think I would evaluate all the components of soft skills. For example, the ability to get involved, to negotiate, to know how to listen actively. Surely it is important to use the reflection and metacognition boards of the percorsp asking students to evaluate themselves in a specific social competence in relation to before the beginning of the project. I would also ask students to suggest a formal learning activity in which the skills acquired through non-formal or informal contexts can be spent

Alexandra Fejer

alefejer — 2019-02-14 15:22:28 UTC

I would assess their knowledge, attitudes and motivations through a formal assessment given at the beginning and, then, at the end of the project, with the same questions and I would compare the answers to view the differences and their progress.

Ignacio, Spain

2019-02-14 15:47:46 UTC

It depens on the objectives of the project, I will try to assess them, and the motivation and engagement that the students show.

Cláudia s. Portugal

2019-02-14 16:21:01 UTC

When I think about learning projects that provide students with opportunities for informal and non-formal learning I think about self- assessment, direct observation or the realization of a portfolio. This one seems, to me a good way, to evaluate the learning achievement of the learner. According to the guidelines explained by the teacher, the portfolio will show evidences of the person’s learning, of his/her knowledge acquisition and it will also illustrate the learning process. But we can’t forget that beyond the academic /specific skills, the students also acquire the so called soft skills (communicative skills, time management, social kills…) these parameters aren’t so easy to assess, maybe using direct observation and through self-assessment or peer’s assessment.

Anunciação, Portugal

2019-02-14 17:01:42 UTC

Informal and non-formal learning should be seen as a complement to formal learning and an important contribution to student empowerment as a person. The evaluation of the students in this type of context is not easy and can pass through the direct observation, by the construction of portfolios, always with a perspective to evaluate the course of the process and the evolution of the student. I think is also important to promote moments of self-assessment to realize the impact that the activity / project had on the student.

The assessment of soft skills such as communication and social skills are not easy to "measure" and go through an analysis of student behavior / attitude in your work group.

Ana,Hrvatska

anaanic — 2019-02-14 17:19:49 UTC

Making portfolios or a learning diary is a great way of assessing project work. But,conversation and a good verbal feedback is still number one for me.

Dilek Izmir Tur

dilek_erdur83 — 2019-02-14 17:32:00 UTC

Portfolios, interviews with the children and the families, questionnaries would be good ways to asses students learning in informal or nonformal learnimg.

Maria Natália Couto, Covilhã, Portugal

niacouto — 2019-02-14 17:53:56 UTC

For projects that provide the students with opportunities for informal and / or non-formal learning, I usually focus on soft skills rather than hard skills as both informal and non-formal learning are more focused on the process and not that much on results (most of times the results are “seen” only in the long run).

For “pure” informal learning, I think “Direct Observation” is the best way to collect information that is useful to provide students with some important feedback. Direct Observation is done not only by me and it is shared with the students. We take notes and then discuss results and provide “tips” for further experiences. I think this kind of feedback is important for students to get themselves better too and understand their strengths and weaknesses.

For non-formal contexts, as they are more structured, I prefer to decide on a bunch of negotiated criteria (for example, responsibility, collaboration, problem-solving, creativity, communication,…) together with direct observation. For these situations, I think we should be more concerned about soft skills rather than any other hard skill. I think that by promoting the development of soft skills in students, we are definitely helping them mature.

Temel Gövce Mersin Turkey

temelgvce — 2019-02-14 18:17:53 UTC

Informal and nonformal learning is made by collaroration and personalized learning.
Collaborative troubleshooting involves more people working to find a common solution to the problem. All participants must contribute resources, including skills, etc. so the problem can be solved. If individuals work together, they should be able to solve the problem. Solving collaborative problems or working with other people to solve a common task involves everyone's contribution and exchange of ideas or resources to achieve a common goal.

Eduardo López. Spain.

2019-02-14 18:23:37 UTC

What I would do to assess it is using fun activities counting on their likes that they would enjoy a lot, such as creating posters, murals, short presentations (online or live), interviews or a simple diary to make it easier.

Mirela, Croatia

klaricmi — 2019-02-14 19:38:15 UTC

I teach language so I would surely ask for some written material about that experience to evaluate (diary, newspaper articles, reports...). I would watch the final product too )if possible) and include the assessment too.

Maria Helena , Portugal

escolasdamoita — 2019-02-14 20:02:24 UTC

Informal learning presents a challenge in what concerns assessment, because in the case of informal learning there are no long term goals and learning itself takes place at any moment in time. Thus it is not possible to plan beforehand what assessment instruments could be used.

However, we could have a glimpse of what kind of competences, skills and knowledge were acquired if we ask the students to write an essay or a report, for example about their experiences, what they have learned, what difficulties they have experienced and how they overcame them, what they liked and disliked and what they would have done differently, besides looking at eventual products that emerged during informal learning.

On the other hand non formal learning has assessment tools available since it can be planned and has goals that have to be met. Some of the features of non-formal learning, as for instance being student centred, process oriented, purposed and planned, valuing self-esteem and cooperation, and the fact that it takes place in different situations and environments, allows us to anticipate some learning goals and create some assessment instruments. In this case I would assess students with checklists in what concerns the evaluation of the process, the social and individual skills and in relation to contents and knowledge I would assess the final products they would have produced and use some quizzes.

Marta Tarantino, Italy

martatarantino — 2019-02-14 20:03:08 UTC

Projects that promote informal and non-formal learning require a great deal of students’ participation also in the assessment phase. Co-building rubrics and checklists by choosing criteria which refer to soft skills may prove to be an acceptable way of evaluating transversal competences. Self-assessment and peer assessment are good solutions too.

Hakan Can Balıkesir

2019-02-14 20:19:19 UTC

The student who is not evaluated by note feels comfortable.

He has the opportunity to evaluate himself.

In the activity;

What did I learn?
What did I do well?
Where's my mistake?

Find answers to questions like.

Iva Kart, Croatia

2019-02-14 21:18:18 UTC

I would assess their portfolios (eportfolios) made throughout project and through periodic questionnaires with questions about how they feel about some activities, what new things they have learn did they have fun etc.

Dimitra,Grece

dimitrazoro1 — 2019-02-14 21:34:57 UTC

i believe that every student who take part in informal and non-formal learning enjoy that action .That is a big goal.And i believe that it is not necessary to assess for this

Rute Vieira, Portugal

rutecvieira — 2019-02-14 21:36:45 UTC

I never had students involved in a project as the one shown in the video. But I probably would use self and peer assessments, video, portfolio or learning diary, for example.

Filomena Bianco, Italy

2019-02-14 21:38:20 UTC

I would suggest a digital learning diary where students can upload texts, photos, videos about their experience and write their own reflections.

Olivera, Montenegro

OliveraOlja — 2019-02-14 22:18:29 UTC

Creating a portfolio or a work journal is a great way to self-reflexise students during informal learning.

Fernando Baptista, Portugal

fnbaptista — 2019-02-14 22:48:54 UTC

The notion that one learns everywhere is fundamental so that they take every opportunity to consolidate knowledge and can use them in new situations with creativity. There are students who learn content easily but the process does not end there. The school should not only be a vehicle for transmitting academic knowledge but promoting the improvement of interpersonal relationships or the so-called social skills: how to listen, how to respond, how to make oneself heard, how to negotiate and get involved with colleagues and adults.
The evaluation should therefore include an affective part in which one can know if one already has a certain social competence that previously did not exist. If we guide the assessment for this field we will be promoting personal development and an education where the student is the beginning, the center and the end of the process. The social dimension of the school is achieved when the student knows its evolution not only when the teacher transmits this information to him, but because he is able to know what he has already learned and what he has to discover.
To this end, it will contribute the rubrics and to-do lists, team meetings, and the portfolio or personal dossier that it elaborates and builds. The teacher can and must complement this path and also promote a self-assessment that will make him grow and become aware of his abilities.

Maria Afonso, Portugal

maria_afonso08 — 2019-02-14 23:46:16 UTC

Generally, when there is an opportunity to develop work that allows informal and non-formal learning, I like to use digital resources such as Kahoot or the Liveworksheets platform as an element of assessment.
Skills that are developed in an informal environment mark students more than those that are developed in a formal classroom environment.
In an informal environment, one's skills are reinforced, the use of emotional intelligence is further developed and interpersonal relationships are strengthened; group spirit is strengthened and soft skills can be observed and recorded in an observation grid.
When the students finally present their work to other classes and teachers, the result is the final record of their learning, because in order to reach the last stage the enjoyment and commitment of these students was verified.

Carla M., Portugal

carlamarinho — 2019-02-15 00:07:58 UTC

Informal and non-formal learning should be assessed not only at the end, but during the process of learning.

I think it should be a good idea if we create, with the help of the students, a checklist for self-assessment and peer assessment of students’ collaborative skills; they could also create a diary (a padlet, for example) where they could reflect and share experiences.

Amelia De Chiara, Italy

amelia_dechiara — 2019-02-15 06:31:47 UTC

I've never done a project like this one. I think I'd use self-assessment, peer assessment, a portfolio.

Maria Zélia Nunes - Portugal

zelia_nunes — 2019-02-15 07:04:02 UTC

The development of projects that allow students to access situations of informal and non-formal learning are very important as they are part of the overall learning process.

I had the opportunity to participate in projects like the one mentioned in the video - Project Comenius. The experiences are very enriching.

The evaluation was carried out by rubrics that evaluated collaborative learning. In some situations, evaluation meetings were held with the students and parents’ opinions were also collected.

Ignacio, Spain

imonclus — 2019-02-15 07:58:12 UTC

I've never done a project like this one.

Christine, Malta

2019-02-15 07:59:39 UTC

I would you a mixture of self and peer assessment. They can also have a portfolio of their learning process.

Esra Duygu ERKOL BÜYÜKDİNÇ,Turkey

esraduyguerkol1 — 2019-02-15 08:25:36 UTC

I aim to unite the ones that can do individually and cooperate without considering any language, religion or race, in order to ensure the learning of common and informal students.

Patrícia Campos, Portugal

patricia_campos1 — 2019-02-15 10:07:50 UTC

Because learning in these situations is so natural it could be important to promote reflection about the learning process and skills developed. That could be done in many different ways, such as developing portfolios, posts for social media, articles for newspapers including interviews, preparing lectures or photo exhibitions about their experience and so on.
I think these tasks would enhance awareness of learning, promote development of other skills and we be an excellent way of assessing learning.
To evaluate learning we can make use of checklists or rubrics mentioned previously. These should focus primarily in soft skills.
Another tool could be a pre and post test to check out the evolution concerning aspects we hoped to have changes during the moments of informal and non formal learning. These would be useful for assessing the importance and impact of the activity.

Elsa M. - Portugal

elsaurbanomartins20 — 2019-02-15 11:04:40 UTC

As a young learners teacher I have never worked with these kind of projects.
I really liked the idea of a final presentation or activity like the one in the video. I guess it was as an informal one but we could see that everyone put their hearts into it. How can we assess this? Their commitment, skills, participation, performance...
I think the best way to evaluate the informal and formal learning would be with using a resource that every student would be comfortable using like a facebook group, a blog, a wall paper... Something related to the student's experiences, where their communications skills (with their pros and cons) were assess, but also their collaborative learning.

HALİL SÜNBÜL/TURKEY/OSMANİYE

2019-02-15 11:20:11 UTC

The power of project development is very positive. The benefits of conducting activities outside school hours are absolutely necessary for informal learning, in order to give meaning to the content of those who will be evaluated later. It is always positive to develop, cooperate and share experiences as human beings. The European project, shown in the video and useful for personal development, provides a benefit in the discovery and acceptance of other cultures.

Andrea Bilro, Portugal

2019-02-15 14:22:39 UTC

When we talk about learning projects that provide students with opportunities for informal and non-formal learning we think in activities that are complettly different in their process and product. Because this type of learning evidences the abilities and social skills, the attitudes and knowledge towards and product.
It means that the student is not expected to get a grade but he needs to show what he is capable of doing in a concrete time and activity. It is not only about theoretical Knowledge it is about how, when, why to use that Knowledge.
To assess students learning in informal and non-formal way it is necessary to gather evidence that allows the teacher to see what the students have accomplished. It can be a role play, an oral presentation or a sipmle game.

Ana Pereira, Portugal

2019-02-15 14:38:01 UTC

The learning experience reported in the video cannot be evaluated with traditional instruments, it is not shown in structured products, goes beyond what the student knows to show in what the student is.

This learning has an impact on changing attitudes and so the assessment should focus on these. These opportunities are relevant because they contribute to personal growth and growth as a citizen, capable of respecting differences and interacting with people of all cultures.
I never had students involved in such an experience.

Cristiana Oliveira - Portugal

2019-02-15 15:51:19 UTC

Cristiana Oliveira - Portugal

2019-02-15 15:51:22 UTC

I think that in this type of projects one can not use the evaluation tools that are used normally, since they have as main objective the development of social competences that make the student to grow as a person.
I believe that these experiences contribute positively to the achievement of good academic results because they help to clarify objectives, to build life projects ...

João Teixeira, Portugal

joargui — 2019-02-15 16:50:39 UTC

I have never worked with these kind of projects.

However, I think these projects (Erasmus+, eTwinning, …) are very important for the learning process, because students learn naturally with their peers in an informal or non-formal environments that promotes the development of social, cultural, ethnical, political, (…) skills.

We can assess this type of work, asking students to show their experience: developing portfolios, writing articles for the school or the local newspaper, writing essays, setting up exhibitions, participating in lectures, (…).

Mara Machado_Portugal

maracamachado — 2019-02-15 17:05:00 UTC

The type of project featured in the video is a very different project from the ones I work with with my students. I think that with the rubrics I write, it is not possible to evaluate the skills acquired from the experiences of the project presented. Although I have always in the rubric that I presented in the previous point an item related to Citizenship & Development. This item aims to assess the abilities of students as citizens in rubrics related to the rational use of natural resources throughout experimental activities, such as water, universal absorbent paper, or, depending on the type of work, the way in which each one cooperates with the group, if it is responsible in the execution of the work, etc.

Alessandra Amideo, ITALY

2019-02-15 17:15:01 UTC

Self-assessment: students can use learning diary, e-portfolio.

2019-02-15 17:19:10 UTC

I would probably use self assessment or a learning diary.

Ali CEM,

2019-02-15 17:28:49 UTC

Sınav kaygısı olmayan bu tür eğitimlerde öğrenciler öncelikle diğer uluslarla büyük bir kültürel etkileşim deneyimleyecek ve beklentilerin ötesinde çok şey öğreneceklerdir.

Nurten,Sams

isakarakis — 2019-02-15 17:39:13 UTC

If there is no exam anxiety, students will learn more.

Ecem,İzmir

ecemaknt — 2019-02-15 17:39:36 UTC

I would probably use e-portfolio, padlets or learning diary. They can write everything that they going through without hesitation and in the end we can see together which part they actually afraid to fail or which part they fully trust themselves.

Heidi, Germany

hgi — 2019-02-15 17:52:49 UTC

I think portfolios would be suitable for assessing this kind of activities. Maybe the students even learn more than in a usual test. In my country and wirh what i experienced so far schools are far away from these kinds of lesson experiences to be assessed.

Elsa Ramos, Portugal

elsa_ramos — 2019-02-15 17:55:45 UTC

I work with students in Erasmus and eTwinning projects. So that projects provides students great oportunities to learn formal and non-formal way. They develop skills an knowdlwdge with peers. They develop english language , they develop social and technologic skills .

Đurđica Krtanjek, Croatia

krtanjekdjurdjica — 2019-02-15 17:58:44 UTC

Such co-operation through projects that are based on informal learning is invaluable to the youth. Such projects not only improve the language skills of young people, but also teach them cooperation, collaboration, develop their creativity and critical thinking.

Rosalba from Rome

rosalba1963 — 2019-02-15 18:21:48 UTC

Besides being an unforgettable experience which leaves a deep sign, this experience should appear in the student's curriculum and highly considered and acknowledged as certificate of skills and competences. These skills should be Kept in mind by teachers, so to be shared in class and to become a great resource.

Diana Pádua, Portugal

dianapatriciapadua — 2019-02-15 18:22:47 UTC

I use to take students on summer courses abroad (England and Ireland) and it is definitely a great opportunity to develop informal and non-formal learning. Although I don’t really have to assess them, it’s incredible to see how much they learn in these kinds of situations. I definitely consider these are great opportunities for Ss to develop skills such as, communication, creative and critical thinking, problem solving, collaboration, adaptability, intercultural awareness.

In the end of the course Ss are asked to fill in a form giving their feedback about the experience but actually, now I think these forms could be improved so that we could have a better idea of Ss understanding of their personal growth and to what extent they’ve improved some skills. Nevertheless, by the end of each summer course, having observed them the whole time, I can see how much they’ve improved, not only their English skills (this isn’t the most important thing, I think), but also all the other skills mentioned before.

Teresa Lacerda, Portugal

teresalacerda — 2019-02-15 18:36:04 UTC

I have been working on European projects since 2002, first with the Socrates, Comenius and currently with eTwinning and Erasmus + programs.

In these types of projects, many are the non-formal and informal activities that students develop and as such, their assessment is necessary.

I usually do the evaluation through:
 students self-assessment questionnaires such as those presented HERE and which correspond to the example of a project that I have recently developed;
 parental opinions at meetings after the project activities;
 in a meeting with other teachers of the class to which the students involved in the activities belonged;
 SWOT analysis to be able to review options in upcoming initiatives.

Štefica, Croatia

2019-02-15 19:07:26 UTC

I would use digital portfolio, checklist for self-assessment….

Karolina, Cro

2019-02-15 20:16:22 UTC

iwould use self assessment and peer review

Lucia Italy

2019-02-15 20:34:47 UTC

Birsen, Turkey

birsenyasrin — 2019-02-15 20:55:13 UTC

If the students feel their existence in the process of learning activity and become the parts of production step, it is inevitable for them to improve their abilities.

Daniela Tanu,Romania

tiganasu_daniela — 2019-02-15 21:26:31 UTC

În cadrul proiectelor eTwinning și activități extrașcolare - excursii, vizite la muzee, elevii și-au dezvoltat abilitățile creative, lingvistice, de colaborare - au realizat portofolii, expoziții, discuții cu părinții și profesorii despre ce au lucrat sau au văzut Mi-ai îmbunătățit.

Lucia B, Italy

2019-02-15 22:03:58 UTC

Sandra Mendes-Portugal

sandrabn_13 — 2019-02-15 23:09:55 UTC

In such informal and non-formal learning, I think that digital portfolios, journals, even short films would be useful to assess

Rosa Barros, Portugal

guilhermana — 2019-02-15 23:51:49 UTC

“Changing lives, changing minds” – That’s what Erasmus+ and eTwinning projects are all about. I have already participated in some Erasmus + and eTwinning Projects and I have realised that they are really great informal and non-formal learning opportunities. Students and teachers learn together in a relaxed and collaborative environment which triggers the improvement a wide range of skills: communicative skills, social skills, (multi)cultural skills, soft skills, ICT skills, interpersonal skills,…

However, to make the most of them, I think the key relies on planning and coordinating the tasks with the partners (students included), setting goals and the dates for accomplishing the tasks as well as the assessment procedure. I think that (digital) portfolios/ journals; self and peer assessment questionnaires; learning diaries; swot analysis; opinion videos/articles to be shared with the school community; exhibitions/workshops/talks/ lectures/ interviews (online, at school, at the local community institutions); … would provide an excellent opportunity to assess student learning throughout the project.

João Nunes, Portugal

2019-02-16 01:02:40 UTC

I think I would use digital portfolios or journals, where students could show / assess what they had learned and how they had learned. I believe self -assessment is very important when assessing informal and non-formal learning.

Suncezgb, Croatia

2019-02-16 07:50:03 UTC

Self assessment and checklist, digital portofolios, peer to peer activities, infographics,....

Laura, Italy

lauranasci — 2019-02-16 08:08:50 UTC

I've never done a project like the one in the video. I would use self assessment, peer assessment a learning diary.

Maria, Portugal

mariatiago — 2019-02-16 08:51:39 UTC

We can assess student’s learning in a more formal or non-formal way, grade or score either the products, the performance or the process or even both it depends on what we want to assess after discussing and sharing with the students the assessment criteria.

By observing carefully the dynamic of the class, students, pair or group work and by giving them feed-back, by dividing tasks, by giving them timelines, we can manage the assessment of a group. It’s also possible to assess with observational assessments grids or when we have given individuals different tasks, work or responsibilities and assess the students’ performance by using a checklist, by their improvement on the following observation or by evidences – products, contents, creativity, and its quality .

We can also assess content or products such as videos, PowerPoints, newsletters, presentations; use of ICT….

It’s also possible to use checklists to do self and peer assessment or even by peer review or answering to a quiz, by the quality of their learning portfolio, padlet.

Hakan TATLI Talas Kayseri

2019-02-16 09:27:29 UTC

I would use digital portfolios or magazines, where students can evaluate what they have learned and how they can learn. Because I believe that self-evaluation is very important when evaluating informal and non-formal learning.

José María, Spain

josemaria_diazfuentes — 2019-02-16 09:44:09 UTC

I think it's simple: it starts with an initial evaluation in which the analysis of the own deficiencies is collected and it is verified over time how small objectives are met one after the other. The collection of data can be done by simple observation, interviews or creation of portfolios.

Andrea, Portugal

hipozzbastos — 2019-02-16 10:04:08 UTC

I involve students in a science club where they can improve social and scientific skills and learn in a more formal and informal way

Laurrie

laurabrie — 2019-02-16 10:21:22 UTC

In this case i would rely on self-evaluation and positive peer evaluation, which are less threatening ways to evaluate than the traditional methods.
I would use portfolios and maybe online diaries which could be later shared.

Döndü KESTEK KÜÇÜK

2019-02-16 10:28:18 UTC

students must prepare their own learning in project-based learning and prepare a portfolio for them to follow the process closely.

Sofia Tsigara, Grece

2019-02-16 10:33:58 UTC

I have never done a project like this in my kindergarten school, but my children have, and they will never forget this experience

Mª Emília Baptista, Portugal

lami_mila — 2019-02-16 10:48:10 UTC

Projects´assessment of informal and non-formal learning can be done through portfolios, learning diaries, a personal report, or any other support, where the student can transmit/share his/her learning experience.

Serap OZDEMIR ORUC

sery23 — 2019-02-16 12:19:58 UTC

Learning diaries, presentations, surveys-questionnaire can be used for assessing about what they have learned while they are working on the project. Self-assesment can be useful.

Tena, Croatia

2019-02-16 12:32:08 UTC

They can make a porfolio through the whole project. Portfolio can
contain images, videos, and their thoughts, what they liked, what they would improve and in the end, what they learnd throught this project.

Karela Georgia

2019-02-16 12:42:38 UTC

I can use portfolios or learning diaries in order to observe what students think of the process, what they liked and what they would like to change.

Alma S., Bosnia and Herzegovina

almasal78 — 2019-02-16 13:10:40 UTC

Portfolio and learning diaries, presentations and questionnaries

gulsoy_sakarya — 2019-02-16 13:15:06 UTC

"like" the two that appeal to you most. European Schoolnet Academy kişisinin kullanıcı resmi European Schoolnet Academy + 221 ●

Gül SAKARYA

gulsoy_sakarya — 2019-02-16 13:18:36 UTC

Edirne-TURKEY

After the trips to out-of-school places, in order to perform autocontrol in the activities performed outside the classroom, peer review, observing the characteristics and activities of the students, verbal and visual evaluations can be done.

Eugénia Abreu - Portugal

2019-02-16 13:21:10 UTC

I assess my students’ learning according to the informal and non-formal projects with the help of observational lists or grids that allow me to save time and do a more effective assessment of their work.

Ana, Croatia

2019-02-16 13:48:07 UTC

I would set up the criterias before starting of the projects, making portfolio with students or some kind of diary. Students will need to evaluate themselves and at the end of the project we could evaluate alltogether what they have or haven't done. In these project there are always so much pros.

Irena Peček, Croatia

2019-02-16 14:03:43 UTC

It is important to take into account their final products – content, quality, creativity, involvement. We could use presentations, checklists, quizzes, learning portfolio and diaries... There could also be self and peer assessment.

Sophia, Greece

SD1000 — 2019-02-16 14:07:58 UTC

It is easy to assess informal or non formal learning when it is put in practice in a program. Actually, I would not use “assess” formal or informal learning. I would just be very happy that it took place!

Clara, Italy

clarag — 2019-02-16 14:14:15 UTC

In a project like this, if we need to evaluate the emotional aspects, I'd use learning diaries. Also to assess the process, I find useful tools like a learning diary, especially if it contains pictures. If we need to assess the product, I would use questionnaires and checklists both for my assessment and for self assessment.

Ivana, Croatia

2019-02-16 14:14:34 UTC

I think assessment rubrics, checklists and self-assessment grids would work best to assess students' skills, competences, involvement, and grade the final product (presentation, poster, video...). Students would use digital portfolios or diaries to share their experiences, document the activities and monitor their progress.

Esada Čirić-Delić, Bosnia and Herzegovina

esada_ciric — 2019-02-16 14:27:02 UTC

Learning diaries, portfolios, self-assessment and SWOT analyses

Ezgi K. Turkey

ezgikiroglu — 2019-02-16 14:50:44 UTC

Diaries are the one of the best assesment. When I organised Youth exchange project. I asked to one participant in each group to have diary during the exchange. But also we (as leaders from each country) try to use some reflection papers in each activity. And the last day of the exchange we had a group discussion to make it better for the next time. But it is also possible to take feedback spontenaously to rearrange the tasks and also schedule. It is also a good way for group works to have an observer from each group. Young people feel better when one of them evaluate them.

Vera Lourenço - Portugal

vera_lourenco1 — 2019-02-16 15:02:30 UTC

In my opinion, the task of assess student learning in projects that provide students with opportunities for informal and non-formal learning is very difficult.

My students and I are involved in one Project of Erasmus + “Once Upon a Time” and they had participated in several eTwinning projects and I see their involvement, their motivation to participate in projects that are not formal. I think it is important to participate in informal and non-formal learning, because students develop social skills, creativity, self-esteem, cooperation, tolerance towards another culture, empathy, leadership… More than evaluate is important to involve students in this kind of projects.

I believe we can evaluate this kind of projects by the participation students do, for example students do some drawings, texts about the impact of this project or comments on the Twinspace. I have this into account when I evaluate students in my scholar subject.

Jasna, Croati

2019-02-16 15:24:15 UTC

I think that diaries are best assessment during Youth exchange project.

Luísa Nogueira, Portugal

luisaltnogueira — 2019-02-16 15:30:19 UTC

I have no experience working on projects. Last Thursday, I participated in a training on Erasmus + k229 and I enrolled in an eTwinning training that will start later this month.
In these projects it would be important to evaluate personal skills and social skills, however. It would also include communication skills in the English language.
I would propose using Padlet, Facebook, Twitter, where students would produce an electronic diary.

Sandra V.

knjiznica_tsck — 2019-02-16 15:39:21 UTC

Diaries are the best way to evaluate something or someone in a project. When I was in E+ project students had to write their diaries. We use them not only for evaluation but also for making reports, materials for web and dissemination. There are many digital/on-line diaries students can use...

Ljiljana, Croatia

ljiljana_jeftimir — 2019-02-16 16:03:16 UTC

My students use collaborative learning in Microsoft Teams application groups. There is also a notebook called e-portfolio in it, and in which they write their impressions of group work. Everything I can not teach alone. where they need help from friends and teachers. This is a personal diary that is also good in the form of Padlet, Linoit or Wakelet. The diaries are the best way to evaluate someone in collaborative learning (text, imagines, video, plan, music, poster and so on...)

Olinda - Portugal

olindamartins — 2019-02-16 16:07:28 UTC

When I have students involved in projects like this (exchanges, erasmus) I don´t use any particular tool during the activity itself. I usually talk to them before and after the activity and get/give them my feedback. Sometimes they hand in a report, a sort of diary, and fill in a questionnaire on google docs. In this kind of activities, students develop and show skills that aren´t measurable but are definitely enriching and only visible in long-term periods.

Cristina Santos

mcris_espl — 2019-02-16 16:19:10 UTC

I use to work in projects and I think if students have their own diary it will be a good way to assess their engagement and evolution. It’s very interesting also self and peer assessment, sometimes portfolios. As we can see in the video there’s lots of soft skills involved in informal and no formal learning, so sometimes, seeing the engagement of the students it’s a way to know if they are learning, improving or not. If they can be respectful, responsible, supportive, tolerant it seems they are working on the projects goals.

Antonija, Croatia

tonka312 — 2019-02-16 16:22:18 UTC

It is not so easy to assess student learning in projects that provide students with opportunities for informal and non-formal learning, but they could write diary or make a video to promote such activities and show the others the benefits of such projects.

Celeste Simões, Portugal

celestesimoes67 — 2019-02-16 16:26:13 UTC

Assessing student learning in this kind of projects is quite difficult, as there is much more involved than we could quantify in terms of an assessment grid. You can observe their learning by their involvement in the tasks, and you can assess soft skills, but the best way, I think, would be to create a self assessment grid (using Google Apps, for example, or Survey Monkey) and get their feedback.

Maria Arlete Leitão, Portugal

2019-02-16 17:08:13 UTC

To assess students’ participation in projects involving formal and non-formal learning, we will have to use rubrics/criteria to assess students’ social and team work skills as they will be the focal point of these programmes.

Of course, that we must also implement the use of checklists for self and peer assessment so that they can regulate their own performance.

I have already had the opportunity to apply for projects similar to this Comenius+ programme and had my students participating in school exchanges. They were very rewarding and unforgettable experiences for them. They could gain more confidence and became more independent citizens.

In three different school years, groups of my students had the opportunity to actually be in England and live with British teenagers in their college residence. I also went with another group to Romania where they stayed with their partner’s families. They had different activities, like study visits, playing games, eating out, etc. and could compare British and Romanian traditions with Portuguese ones.

Of course, that while we were in the foreign country, what we, teachers, mainly assessed were their social skills, attitudes, sense of responsibility, curiosity and their ability to communicate and be respectful to others.

Finally, at school we assessed their final work presentation using checklists to evaluate their creativity and the assessment criteria for oral and written work.

When they were in the host country, they had to accomplish different tasks, in small groups, and thus contribute do the final report of their stay. Some were responsible for recording everything in a movie, others were writing the exchange diary and others had to gather information about typical dishes, traditions and the places they visited. They also had sessions in the computer room where they could start doing their final presentation using IC tools. They even recorded each one expressing his/her feelings about that experience abroad.

When they returned, they had a lesson (90 minutes) to decide what was more important for them and what they were going to show in their presentation: a movie, their stay diary, including photos, texts and videos. The film was presented proudly by them during the Cultural Week to the school community.

Thus, I think that we must use rubrics that combine group and individual assessment as well as self and peer assessment when developing collaborative learning.

Anabela Aguiar, Portugal

anabelaguiarprof — 2019-02-16 17:32:33 UTC

I have never taken part in na Erasmus+ project, but I think that the best way to assess scenarios that link formal and informal learning are through portfolios, learning diaries and journals. Self-assessment grids that show the types of skills we want the students to develop where students grade their development in diferente stages of the project are also a good way to show the students how they have progressed.

João Pedro Rodrigues, Portugal

jpedsr — 2019-02-16 17:46:19 UTC

In informal and non-formal learning environments, I base my assessment on the values described in the document "Profile of the Student Out of Compulsory Schooling (PASEO)" , current legislation in Portugal. In my school, this values are integrate in the evaluation criteria of subject that I teach. These values are transversal and are reflected in the creation of skills in the students, which will also be evaluated in the activities carried out in informal or non-formal environments, or if this is not possible, will be evaluated later. These are: responsibility and integrity; excellence and demand; curiosity, reflection and innovation; citizenship and participation; freedom.

The goal is always to improve students' knowledge, as well as equipping them with values, attitudes and skills that allow them to have a successful future.

Maria - Portugal

prof_majoper — 2019-02-16 17:53:44 UTC

exchange cultures, open mindsets

Otilia jorge, Portugal

mariaotiliapj — 2019-02-16 18:04:43 UTC

To assess an experience like the one shown on the video I would use digital portfolios or learning diaries in order to understand student's evolution throughout the project.Self assessment would be useful too to do this task.

Marina, Croatia

2019-02-16 18:12:58 UTC

I have never take part personally in this kind of project yet, but my school is participating in Erasmus + projects

Catarina Isabel Brito- Portugal

caty_brito_5 — 2019-02-16 18:24:11 UTC

I have never had the opportunity to assess students in a project like the one presented. However, I think that the best way to assess this kind of work is through a portfolio or a video presentation. I think that if the students could express by their works what they have learnt, we all could learn a little more.

Daniela, Italy

2019-02-16 18:28:24 UTC

I have never taken part in prijects like this, but I think it woul be extremely interesting and productive. It would change most students' life.

ELVAN İNAN-TURKEY

elvaninanelvan — 2019-02-16 19:03:09 UTC

My suggested assessment activities would have different forms. Some would be more analytic - surveys, checklists - while others would be more creative and subjective - writing an article for a youth magazine, for example, or creating a visual presentation about one's experience.This learning has an impact on changing attitudes and so the assessment should focus on these. These opportunities are relevant because they contribute to personal growth and growth as a citizen, capable of respecting differences and interacting with people of all cultures.

Marco, Italy

2019-02-16 19:04:42 UTC

Unfortunatly i have never taken part in a project like this. I think that could be a great and usefull experince for all students

Marta Oliveira, Portugal

martoliveira12 — 2019-02-16 20:13:43 UTC

I think that the best way to assess students' learning in projects involving informal and non-formal learning would be through the development of a digital or daily learning portfolio, since building a document of this nature requires a unique, thought-out and always dependent on its author (of his experiences). In fact, this resource reflects its author in the process of formation, which works simultaneously as a strategy to stimulate and encourage his creativity and reflection. To me, the construction of this document should follow a guideline previously defined and negotiated between trainees and trainers. There is, however, no single way of building a portfolio, since its personal character makes it unique, leading the trainee in search of solutions to solve the problems arising from the reflections that are inherent to him. A reflective or daily learning portfolio will thus play a decisive role in acquiring autonomy and engaging the learner as an active player in their own learning. Despite all the involvement and the whole process underlying the construction of a document of this nature, it has an archival function, which is of extreme importance in the construction of a definitive time line of the formative course carried out, keeping challenges, some already overcome and still others, awaiting response and further reflection.

Gülseren Kalafat Ankara Turkey

gulserenceylan — 2019-02-16 20:27:49 UTC

In these kind of learning experiences, formal, or informal learning areas, instead of evaluating students with a strict rubric we can ask from them to write a reflection paper. Or if they need to fulfill a final task they may be givn based on this final product. Otr as we have been doing here, they may use tools such as padlet to keep their record during their learning experience.

Cláudia Meirinhos, Portugal

claudiameirinhos — 2019-02-16 20:57:49 UTC

I have been participating in eTwinning projects since 2016. eTwinning promotes collaborative learning with several schools from different countries. Students always show a lot of motivation and interest in the projects, develop many personal skills while developing citizenship values that go far beyond their country. Ties are created, bridges of friendship are built between students and teachers. All of this is evaluated during the process, through the direct observation of their performance in the activities and also the final products are evaluated. Last year I accompanied students on an Erasmus project and it was a unique experience. Students have created friendships, discovered a new country and its traditions, while developing formal learning. These are learnings that stay forever in the students' memory, as we can evaluate for their enthusiasm and involvement in the projects.

Maria Arlete Leitão, Portugal

2019-02-16 21:00:38 UTC

Of course, that we must also implement the use of checklists for self and peer assessment so that they can regulate their own performance.

Cristiane Parente (Portugal)

cristiane_parente — 2019-02-16 21:03:13 UTC

One of the biggest advantages of an Erasmus program is the exchange of experiences and affections. It is the possibility to know new cultures and learn to respect the diversity that exists in the world and in each subject. The Erasmus programs mainly develop soft skills, which today in a world almost without frontiers, is extremely important. I believe that it would be interesting to have a group work, collectively built in which the students could write or portray from videos and photographs the feelings, the learning they had. I would bet on campaigns against racism, prejudice, xenophobia, etc. that could be done collectively by everyone.

2019-02-16 21:13:46 UTC

To assess students’ participation in projects involving formal and non-formal learning, we will have to use rubrics/criteria to assess students’ social and team work skills. Of course, that we must also implement the use of checklists for self and peer assessment so that they can access and regulate their own performance. I have already had the opportunity to apply for projects similar to this Comenius+ programme and had my students participating in school exchanges. They were very rewarding and unforgettable experiences for them.

Milijana, Serbia

2019-02-16 21:17:04 UTC

Most of my projects are part of informal learning. Since projects are mainly related to the use of ICT tools and modern web technologies, it is not hard for me to assess the nof-formal contribution of each student in the overall project.

Luísa Pires, Portugal

luisap36 — 2019-02-16 21:18:59 UTC

To assess students’ learning in projects involving informal and non-formal learning is really difficult as it is hard to quantify the learning. I am sure that the greatest learning will happen in the long-term, which makes it also harder to assess immediate impact.

But one thing that can be done as a simple evaluation is to ask the students to present a summary of the learning process and their opinion on it.

I have a question, though. If it is informal and non-formal learning, should it be important to make a formal evaluation of the process?

Yıldız Kara,Turkey

star_kara — 2019-02-16 21:33:38 UTC

As an English teacher I usually use informal learning during my educational activities.I often focus on students understanding and sharing their own feelings in an informal way.I do not usually let them know they are assessed while expressing their feelings.The assessment is come out in the process.

Ülkü ÜNVER ÇELEBİ Didim TURKEY

ben_ulku — 2019-02-16 21:41:09 UTC

Ihave never taken part in a Project like this. But eTwinning proje promotes us to collaborative learning

Simona Mona/ Romania In order to evaluate students in projects involving informal and non-formal learning, I would ask each participant student to complete a progress sheet in the end of activities, listing the new notions learned, what skills he / she acquired, what emotions has lived and how it strengthens his personality.

simonaantoanela — 2019-02-16 22:14:54 UTC

Magdalena Brzezinska, Poland

2019-02-16 23:37:07 UTC

I have always found assessing such massive projects very difficult. There are so many aspects... I really like the idea of assessing student diaries or portfolios. What also seems appealing would be rubrics evaluating collaboration with peers, group work and creativity/innovation. If students acquire specific information about their peers from different countries, this could also be assessed - e.g. through quizzes/questionnaires/surveys.

Mafalda lapa, Portugal

lapa_mafalda — 2019-02-17 00:44:37 UTC

I could assess it through a portfolio, vídeo, podcast, drama and I could assess the process and the product.

Edurne Andrés Crespo, Spain

edurne_andcre — 2019-02-17 06:03:17 UTC

It would be very difficult to assess this learning because it´s not only a project, but also a life experience. How would we assess that? But if we would have to do it, perhaps we could try to use a portfolio together with student´s recordings where he/she explains what he/she has learned and how. Besides, we would have to design a special rubric to evaluate all the aspects of the experience, including the informal ones and the personal ones, for instance, the improvement of the students´autonomy/social skills, etc.

Renata, Croatia

renata_pintar — 2019-02-17 07:18:46 UTC

In this case, rubric is perfect assessment tool. Students can use rubric as a check list and see if they are doing everything that is expected for them. I woud also make rubric for self assessment, peer review is also effective in collaborative work,students can get feedback from their group members.

Ignacio

2019-02-17 08:44:11 UTC

This type of projects need to be assesed from another perspective much more deeper than a rubric.In this prokjects therre is a lot of money involved and a lot of politics too...It would be recomendable to asses it from a sociological point of view and having a time perpective to see the impact of those politics, Erasmus + are not payed holidays as some people considered them (and this thought is a reality). We need a department in the education european concil in charge of only this- assessing the impact of the erasmus + policies in Europe from different perspectives:
1. Economic
2. Education
3. European citizenzhip
4. Commercial

Ana Perak,

anap2711 — 2019-02-17 08:46:08 UTC

I have participaded in this kind of projects and I assesed student learning through survey after every step they passed during project work.

Cristina Elena Voicu/Romania

voicuelena18 — 2019-02-17 09:35:15 UTC

I think that a good method to assess students learning it is a reflection journal, where he can write their experiences during activity.
A rubric criteria will be also used (in the same time).

Veli Alper, Turkey

valperdondas — 2019-02-17 09:51:48 UTC

In this projects there are different activities which are related with different soft skills. Participants may prepare an final product. In these circumstances, assessment should be in different forms. Each activity should be assessed in the beginning, during and after the activity to gain an objective result. Surveys and rubrics can be used.

Adília, Portugal

adiliasss — 2019-02-17 10:28:17 UTC

I would suggest a digital portfolio or diary. And also a questionnaire in Google Forms about the good and the bad things of the project

Filiz Bilici/TURKEY

filizlenirken — 2019-02-17 10:29:36 UTC

In most of the cooperative learning classes
ability to criticize an idea, self-confidence, empathy,
gain social skills such as trust in others, good relations
It is provided. Active social involvement in cooperative learning
And skills.

Sandra Viana, Portugal

sandravian — 2019-02-17 10:49:35 UTC

It's always difficult to assess student learning in projects that provide informal and non-formal learning as the final product is not immediate and we expect it to be seen in the future in students lives. When it's a project divided in several stages and students work through it collaboratively we can use grids to assess them on those stages related to understanding of the task, cooperation, contribution, respect, tolerance, acceptance, presentation... but it's hard to assess the final result as it is more related to the impact of that project on students' lives. We can see a bit of it when students present the final product and that can be through presentations using digital tools, learning diaries, portfolios or others.

Maria Pace

2019-02-17 11:51:06 UTC

Assessing student learning in large-scale projects can offer quite some challenges. As can be seen from this video, such projects are great examples of informal and non-formal learning. A learning diary/portfolio in which students jot down all the learning experiences they will be going through is a good assessment resource. Making up a video and/or taking photos of all the different stages of the project is also beneficial. Students can also make a self and peer evaluations.

I

inmanegrete — 2019-02-17 11:58:42 UTC

Inma, Spain

inmanegrete — 2019-02-17 11:59:34 UTC

These projects framed within the Erasmus + programme are very rich and can be very challenging for teachers to aassess them.

These Exchange students could do a digital pofolio or a reflection journal.

Seda, TURKEY

sedasagin — 2019-02-17 12:01:27 UTC

I think in these kinds of projects the only thing we need to assess is the level of sharing. The more they participate, they more they learn. We absolutely need to see whether they learn even a single thing or not.

Vida, Lithuania

bavidaa — 2019-02-17 12:28:13 UTC

These projects have not been involved. I believe that participation in such a project is a great life experience for each student, which he / she will appreciate and appreciate best and fairest.

Nihan

2019-02-17 12:43:48 UTC

I believe this is the hardest thing to assess because it’s way more than a just project. Students experienced different things, they got out their comfort zone. I don’t think we have adequate assessment tool for that.

Doina,Romania

doinacta — 2019-02-17 13:20:35 UTC

I think a good way to asses such project is the surveys after each step of the project . In addition, a reflection journal or a media product might be some other ways to asses .
On the other hand, I strongly believe that beyond the skills they might improve , teachers should pay attention to the level of implication of the students in the project.

Neslihan, Turkiye

2019-02-17 13:29:04 UTC

Not enough students can attend.

Sema/TURKEY

semasaltik78 — 2019-02-17 14:11:45 UTC

I think assessment is one of the difficultpart of the learning process. I generally assess students through portfolios, surveys, checklists

RABIA SHAH, PAKISTAN

2019-02-17 14:24:48 UTC

students can be assessed by survey after every step of the project.

Gonca Esendemir

2019-02-17 14:26:10 UTC

how to assess student learning in projects that provide students with opportunities for informal and non-formal learning?

I think it becomes difficult to assess the student in those kinds of learning contexts. Still we as teachers need to find a way to assess them.
Since autonomy of the student is essential in informal and nonformal learning contexts, I believe it is best to construct a rubric with the students. In some cases to give them responsibilities, peer- peer assessment would be enough and in other cases teacher would be the one that assesses them. so variation in the assessment procedures could be a good idea. apart from these, what is intended to be taught must be clarified, and its related assessment items must be included in the rubric. in addition to things that are taught, roles of students must be clarified and included in the rubric as well.

Đurđica, Croatia

durdica_lucek — 2019-02-17 14:30:47 UTC

They should write diaries or blogs from their studies.

Marta Martins, Portugal

marta_sil_martins — 2019-02-17 14:53:30 UTC

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.

Daniela Malta

daniela_dimech — 2019-02-17 14:59:30 UTC

As suggested in one of the videos we watched before it is important that both the process and the product are assessed even in such a project. It is important that the students are involved all the way in this assessment. I would include:
- tangible documents such as project vision, storyboard, rough work
- observations of verbal and non verbal behaviour in group discussions
- oral presentations
-quizzes
-writing a journal
- students' self
evaluation
- peer evaluation
- questionnaires
-surveys
- games
-

Maria Giuseppina Giammetti

2019-02-17 15:18:36 UTC

ITALY
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. The idea is design the project dividing it in step with badges or awards that already indicate a first evaluation of the process and help the student's awareness of the activities.

MAHEK BUTT, PAKISTAN

2019-02-17 15:54:14 UTC

well students should be assessed by checking them during the project proceedings. this can be done by rubrics, checklist and questionnaire

Žaklina Kvesić, Croatia

zaki_kvesic — 2019-02-17 15:55:29 UTC

I have been participating in eTwinning projects since 2017. My students always show a lot of motivation and interest in projects, develop many, personal skills while developing citizinshop values that go for beyond their country.

Carlos, Portugal

prof_carlospegacha — 2019-02-17 16:10:13 UTC

I worked in three etwinning Erasmus + projects (6th grade students). The assessment of these activities are easy because always have disciplinary, multidisciplinary, transdisciplinary goals and focus on social and emotional skills. In the actual project, "Global Citizenship" five teachers assess the team in a collaborative way using online portfolio - padlet - and self evaluation checklists.

Havva, Turkey

2019-02-17 16:21:28 UTC

I think the projects that provide informal and nonformal learning opportunities are big change for students because they learn most of things by experiencing in real life. These projects make students more social, sensitive to differnt cultures.

Maria S. Italy

aquilone331 — 2019-02-17 16:21:58 UTC

It is not at all easy to evaluate the activities that our students carry out outside of school, but I think it is right that they should have credits for what they do. In Italy, this only happens in the last years of high school.

Susana Peixoto, Portugal

epacsb_susanapeixoto — 2019-02-17 18:05:40 UTC

Assessing students’ learning in projects which involve informal and non-formal learning it’s not easy as most of its impact is reflected on students’lives and cannot be measured by using traditional rubrics or grids. Nevertheless this type of project implies a final product which reflects students’ work. Therefore we can use students’ self and peer assessment during the process and ask them to create a digital presentation about the whole experience, a kind of learning diary.

Elif B /Turkey

elftheelf — 2019-02-17 18:13:07 UTC

It is very difficult to assess informal and nonformal learning. If we consider etwinning projects or other projects that are held at schools non formal learning , we decide some tasks to be done and sometime is given to students and provide students to work together.

Sónia Guerreiro, Portgual

soniaioguerreiro — 2019-02-17 18:13:49 UTC

Between 2016 and 2018 I participated in na Erasmus + Project with three more teachers and with students. The students were shown very interested about the projct subject and they were very motivated to develope the activities oriented for the project. When there activities that allow students to go out of the classroom routine it works easier.

Ana Rita Silva, Portugal

anaritamaia_silva — 2019-02-17 18:22:41 UTC

Evaluating students' learning in projects that offer students formal and non-formal learning opportunities is not easy, as the larger slice will reflect in their day to day lives and can not be assessed using rubrics or lists of checks.
Self-assessment lists that show the types of skills that we want students to develop, where students rate their development at different stages of the project, are also a good way to show students how they have progressed, but not just for themselves.
In my view, this type of project implies a final product that reflects the students' work. So we can use student and peer evaluation during the process and ask them to create a digital presentation about the whole experience, for example using digital portfolios such as Padlet, learning scenarios, journals.

Ana Santos, Portugal

crissantos2304 — 2019-02-17 18:45:21 UTC

Every learning has to be assessed. Really? I believe that in this kind of projects there is always success because each person is transformed and this is the aim of these projects. After being a part of a project like this, everyone will come out richer than before.

Fátima Silva - Seia, Portugal

mfsilva1 — 2019-02-17 18:51:44 UTC

Hello.

I usually use Google forms or Survey Monkey quizzes. I also use more informal ways of assessment such as post-its on the board to check how well are the students dealing with the project.

Renata, Croatia

2019-02-17 18:55:25 UTC

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.

Elisabete Ladeiro Pires

pirelisabete — 2019-02-17 19:03:01 UTC

When organizing a study visit with my students, I prefer to use a passport where each group has access to the activities / tasks they will have to complete during the study visit.Some activities are academic and related to the subjects that led to the study visit, but others are related to the resolution of puzzles or problems or reflections about a certain concept or subject.

In all the requested activities, transversal competences are systematically required.
- the ability to communicate within and outside the group (question asked the person in charge of the museum we are visiting, or the actor who was on the scene, or a merchant to whom we ask for something ...)

- the ability to comply with the rules and regulations

- the responsibility and autonomy to comply with what was asked of them

- the cohesion of the group and the mutual aid so that everything runs in the best way

in the end I always have an unexpected activity that allows you to break the groups. this activity is often related to how the group solved a difficulty encountered or solved a problem

A self-assessment and a self-assessment form will confirm that the study visit has met the initial objective(s).

Antonietta, Italy

miaaba — 2019-02-17 19:03:08 UTC

To know new people and cultures, to improve the English language developing soft skills.

I think a collaborative and observation rubric is the best way to assess informal and non formal learning.

Cornelia

cornelia_bascau — 2019-02-17 19:51:03 UTC

Assessment of student learning in projects may involve : pre-test and post-test; diaries; questionnaires; digital portfolios

Olívia, Portugal

oliviaqueiroz4 — 2019-02-17 19:56:49 UTC

I have never participated in this kind of projects but I believe they are a really engaging learning opportunity for the students. It is almost impossible not to learn anything when participating in such projects.

Even though they are considered informal and non-formal learning activities, they should be assessed to provide students information about themselves, not exactly about the content or the subjects, but about their soft skills. It is known that soft skills, such as critical thinking, creativity, decision making, emotional intelligence, teamwork, communication skills, flexibility will be as important as the hard skills, when getting a job. That is why it is so relevant to assess these skills and make students aware of their competence in this area.

Self and peer assessment must be included in the process as well as some kind of public presentation of the products or results. In the end the learning experience can become more memorable if the products are made public, through exhibitions, blogs or public presentations for peers or families. Having a responsive audience is also a way of assessing the students’ work, boosting their self-esteem and confidence.

Sandrina Martins, Portugal

nani_sandrina — 2019-02-17 20:10:36 UTC

I have never been involved in a project of this size (like what was presented in the video), but I was in a school where there were several Erasmus + projects in which my students participated with other teachers of the school.

However, if I were involved in such projects, I would evaluate them based on questionnaires or portfolios organized by the students, with photographs, videos and animations made by them.

Imagining that I would be in the school where students from other parts of Europe would be welcomed, we would have to develop activities for these students and therefore I would evaluate the commitment and the creativity in the production of these activities.

I think the best evaluation in this type of project is the impact it can have on students' lives - meeting people from other realities, from other cultures, makes us more open to multiculturalism and difference. And as one student pointed out in the video, it makes us grow and opens up future paths that had never occurred to us.

Maria Pinto, Portugal

2019-02-17 21:33:00 UTC

I have never been involved in a school project that involved learning, formal and non-formal. From positive experiences I know from other colleagues, or from watching the video testimonies, I can try to think "out of the box": a drama, a video, a social action, a poster, a social contact; a portfolio of evidence; shared communication with a large group; there are various ways of validating work and learning, other than traditional schooling. I remember with appreciation the learning in groups of young people in the parishes, actions with scouts, social actions out of school, with the school. Projetcs like the one in the video make me remember so much learning like that.

Hakan DOĞAN, TURKEY

2019-02-17 21:34:36 UTC

Participating in multicultural projects is a good chance for students to learn with their peers. This will be a collaborative learning.

Feruze from Turkey

feruzeerol — 2019-02-17 21:34:48 UTC

I took part in an Erasmus project and it brigs me formal and informal learning so Taking part in an Erasmus projects brings students more learning spaces and it is better than learning in the classroom only.

özlem

2019-02-17 22:26:40 UTC

I use a portfolio, vídeo, podcast, drama ,quiz and I could assess the process and the produc

Helena Almeida - Portugal

helena0almeida — 2019-02-17 23:17:25 UTC

I think that I'd ask for a presentation that would show what this experience was like for the student. The student would be able to freely choose the format of that presentation. Could be a portfolio, a video, a poem, an oral presentation sided with pictures, etc...
About assessment I'd assess the involvement of the student in the project; the ability to identify the skills that he/she developed in that project. But I have to say that it's hard to evaluate informal learning...

Ivo Cruz, Portugal

2019-02-17 23:30:06 UTC

In order to be evaluated there must be a “product” that can be not in a traditional way, it can be a digital portfolio, some videos, photos, posters and many other digital tools that we can find nowadays.

Tomislav, Croatia

2019-02-17 23:30:29 UTC

Collaborative learning in informal groups provides a much greater sense of "freedom" and I personally consider it sometimes giving better results than formal collaborative learning .

carmenromero19031978 — 2019-02-18 00:11:08 UTC

I think, in this kind of experiences, self and peer evaluation are essential. The final product could be a show, as the one in the video, a presentation, a video, an exhibition…
Carmen Romero

Adelaide Jordão, Portugal

adelaidejordao3 — 2019-02-18 00:16:16 UTC

Assessing non-formal and informal learning is rather complex. I’ve never participate in a project like this (Erasmus +: Youth Exchange). I think that in such projects self-assessment is quite important. I would also use diaries, digital portfolios, video and podcasts .

Daniela Popovici, Romania

2019-02-18 00:23:59 UTC

The assessment is not as much academic as it is in terms of evaluating change sin attitudes or behaviors. So, traditional grading systems cannot be used, but they can be replaced with learning diaries or feed back questionnaires...

Miguel A. (Burgos, Spain)

2019-02-18 00:42:42 UTC

Measurable aspects such as participation, collaboration (related to citizenship)

Cristina (Spain)

cristinagomezdi — 2019-02-18 00:57:30 UTC

I have never been involved in something like that, but you can assess it bearing in mind the process and a template that involves: the previous knowledge, what they want to learn, and what have they learned… I guess… and if they are more open minded at the end of the project.

Burcin,Turkey

burcin_incee — 2019-02-18 05:34:31 UTC

I haven't been involved like this project yet. But ı want to. The assessment like this project, mostly it is just personality and about ideas. maybe the assessment is done talking students about process, doing an activity about they have done before.

Silvia Canali - Italy

silvia_canali77 — 2019-02-18 08:56:50 UTC

We are running an Erasmus+ "STEAM JAM" in pre-school and primary school. Studetns are moving to Wales and Spain and in each class students have to solve missions sent by the partners. We prepared an online questionnaire for each mission to evaluate if kids liked the activities and learned about the country and about the topic. This is a very simple questionnaire for kids aged from 3 yo to 11 yo. We assess the students' meeting (only 10 students are going to Wales) we will talk to them and try to undestand what this experience left in their "mind and heart".

Sandra Gomes, Portugal

2019-02-18 09:01:22 UTC

In case I had to assess a similar activity, I would have to consider both the process and the product and for this I could use some instruments like a padlet or a vlog, for instance where students could gather their most memorable experiences. Public presentations could also be an option.
However, I'm not sure that everything students learn in projects like Erasmus+ is measurable. That is, sometimes they are developing soft skills (like self-confidence, critical thinking, respect for others' opinions, and so on) that teachers cannot assess in a short run. I am sure that every student who engages in such a project will never be the same.
That is why self-evaluation is rather important and a way for students to reflect on what they have learned and what they could do better or differently.
I actually had a student last year who participated in Erasmus+ and he went to Italy. After coming back I noticed he used English more assertively and he no longer looked embarrassed when he had to speak in the English class. So this can actually be another way of assessing the impact of a project like this one, and it can be evident in different contexts.

Lídia Mota, Portugal

sanchesmlidia — 2019-02-18 11:06:58 UTC

In projects like Erasmus + we can assessment the informal and no-formal learning with forms before and after the project. Creating spaces for student express about their learning process, like a diary of the learning at the project.

Evaristo, Portugal

emsrm — 2019-02-18 11:28:32 UTC

In my school, at the end of the cycle, in addition to the academic diploma, we give a soft skills diploma, which results from students' participation in extracurricular activities

Sérgio Barroso

sergiobarroso — 2019-02-18 15:15:37 UTC

Most of the times, the awareness of the learning achievments are not immediately recognized by the students (and teachers!). In projects like erasmus I always do it in two phases, before and after the journey. I use Blob drawings (you can find them at: https://www.blobtree.com/) has a point of group debate. The most important is the debriefing, chalenging the students to reflect upon their answers and making them aware of what they have achieved. This way they believe in the importance of the process and of their conquests. We sometimes do it in the classroom or trough a Padlet mural.

Manuela, Romania

manuela_iacob12 — 2019-02-18 15:36:46 UTC

Our education system does not encourage such assessment methods. However, sometimes I use projects to evaluate students at the end of some chapters that have more practical applications.

Isabel Carioca

2019-02-18 15:55:00 UTC

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…

Elena Quiles

elena_quiles — 2019-02-18 16:03:32 UTC

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.

Nils / Germany

2019-02-18 16:04:41 UTC

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

Montsse, Spain

2019-02-18 16:49:10 UTC

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

Süheyla,TURKEY

2019-02-18 16:56:33 UTC

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

İsmail Çağlayan ÖZKAYA,Mugla,Turkey

2019-02-18 17:47:48 UTC

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.

Yasemin Tekbaş, Kahta , Turkey

2019-02-18 18:06:37 UTC

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

Aiste, Lithuania

2019-02-18 18:16:02 UTC

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

Līga, Latvia

kraukle_liigak — 2019-02-18 19:09:12 UTC

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

serge from Belgium

digit_fs21 — 2019-02-18 19:46:17 UTC

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.

Madalena Figueiredo, Portugal

mmafg — 2019-02-18 20:18:24 UTC

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.

Adina. RO

2019-02-18 20:29:21 UTC

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

Sebahat Yalçın,Turkey

2019-02-18 20:41:28 UTC

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.

Elizabeth, Malta

2019-02-18 21:02:33 UTC

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

Luisa Lopes, Portugal

2019-02-18 21:35:52 UTC

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.

Menada Shypheja,Albania

cankjam — 2019-02-18 21:57:12 UTC

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

Sanja, Croatia

2019-02-18 22:02:07 UTC

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

Engin, Türkiye

2019-02-19 08:38:04 UTC

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.

Roberto, IT

roberto_giglietto — 2019-02-19 10:01:21 UTC

I never considered Erasmus+

Rukiye, Turkey

86mrscabalar — 2019-02-19 12:51:17 UTC

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

Sorina R, Romania

2019-02-19 13:16:16 UTC

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.

António Gomes, Portugal

AntonioGomes — 2019-02-19 14:57:40 UTC

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

Gasper, Slovenia

2019-02-19 16:20:36 UTC

Unfortunately, I never considered Erasmus+

Jo, PL

cherry76 — 2019-02-19 16:51:49 UTC

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

Conchi C., Spain

mccantero — 2019-02-19 17:31:29 UTC

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.

Fernando, Spain

2019-02-19 18:02:25 UTC

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.

Faruk Yıldız, Turkey

omfayildiz — 2019-02-19 18:02:42 UTC

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.

Dana Floares, România

floaresdana — 2019-02-19 18:32:18 UTC

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.

Susan Rees, Spain

2019-02-19 19:01:11 UTC

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.

Tanja, Croatia

2019-02-19 19:24:13 UTC

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

Gizem T.turkey

elttakacgizem — 2019-02-19 19:32:58 UTC

Using a learning diary seems suitable for me.

Arsez Akgüngör, Turkey

2019-02-19 19:38:01 UTC

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

Bülent AKŞAHİN,T

blntakshn — 2019-02-19 20:02:17 UTC

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.

Çölban-TURKEY

huguette08 — 2019-02-19 20:49:29 UTC

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.

Burcu, Turkey

2019-02-19 20:51:15 UTC

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.

Murat A, Macedonia

2019-02-19 21:08:23 UTC

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.

Cândida Passos, Portugal

candidasampaiopassos — 2019-02-19 21:53:32 UTC

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

Maria Rizza/ Sicily

rowri — 2019-02-19 22:16:51 UTC

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.

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

nazlinry — 2019-02-19 23:00:56 UTC

2019-02-20 00:31:28 UTC

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.

Nurettin Aykan-Turkiye

nurettin_aykan — 2019-02-20 05:15:24 UTC

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-

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

2019-02-20 07:56:51 UTC

Maro, Cyprus

mconstantinou1 — 2019-02-20 07:59:54 UTC

Maro, Cyprus

mconstantinou1 — 2019-02-20 08:00:07 UTC

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

Ceyda, Türkiye

2019-02-20 11:10:13 UTC

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

Tina, Croatia

2019-02-20 13:20:40 UTC

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.

Sunčica, Croatia

s_remenar — 2019-02-20 13:32:56 UTC

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

Jasmina,Serbia

jasmina_micic — 2019-02-20 15:26:03 UTC

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.

Emilia A./Romania

teacherro — 2019-02-20 16:41:24 UTC

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.

Petronela-Romania

2019-02-20 16:50:34 UTC

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.

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

2019-02-20 16:56:34 UTC

Dunja

quince6219 — 2019-02-20 17:32:46 UTC

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.

Josip, Croati

2019-02-20 18:53:16 UTC

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

2019-02-20 19:01:53 UTC

Usually give pupils with maximum grades

sonjaf — 2019-02-20 19:17:54 UTC

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

Cafer ŞAHMELİKOĞLU Turkey

2019-02-20 19:47:16 UTC

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

SEVGİ PINAR TURKEY

2019-02-20 19:52:10 UTC

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

Andreia, Portugal

andreiabento2 — 2019-02-20 20:23:10 UTC

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!

İsa ÇETİN-TURKEY

2019-02-20 20:25:33 UTC

We became children. We must be sensitive.

Maria Amalia, Greece

maria_amaliav — 2019-02-20 21:03:06 UTC

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

Sónia Pereira, Portugal

soniapereira — 2019-02-20 23:39:23 UTC

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

Maria, Valencia, Spain

mgarcia58 — 2019-02-21 09:05:40 UTC

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.

Rosário Sá Pinto - Portugal

rosariopinto — 2019-02-21 16:50:08 UTC

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

Jorge Estrela, Portugal

2019-02-21 20:12:42 UTC

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

Maria Marrone, Italy

2019-02-22 14:27:58 UTC

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

Vítor Silva - Portugal

vitorlousilva — 2019-02-22 17:36:44 UTC

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

Laura, Romania

lauraelenaburcus — 2019-02-22 17:44:47 UTC

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

Lucrezia, Italy

edimol — 2019-02-22 18:40:45 UTC

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.

sandrasoliveira — 2019-02-22 19:22:51 UTC

assess

sandrasoliveira — 2019-02-22 19:24:13 UTC

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!

Ania. Poland

anajas11 — 2019-02-22 21:47:33 UTC

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.

Feri Yaman

2019-02-23 10:51:16 UTC

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.

isa çetin TURKEY

2019-02-23 14:16:52 UTC

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

Iva Naranđa, Croatia

2019-02-24 15:30:29 UTC

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

Nadezhda, Bulgaria

teachereltp2015 — 2019-02-24 15:36:09 UTC

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

Alina, Timisoara, Romania

alinajucuti — 2019-02-24 18:23:13 UTC

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.

na Ferreira

anacristinafrei — 2019-02-24 20:16:55 UTC

Observation, self evaluation, reflection and dialogue

António Faria, Portugal

2019-02-25 02:00:10 UTC

Peer assessment, rubrics, learning dyaries.

Noelle

2019-02-25 19:18:14 UTC

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.

Amália Rebolo, Portugal

2019-02-25 22:54:57 UTC

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

Maria P., Greece

petropouloum — 2019-02-26 00:09:11 UTC

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.

Urmi, Sweden

urmimala_banerjee_kista — 2019-02-26 08:45:03 UTC

Self and peer evaluation.

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!

2019-02-26 11:41:18 UTC

Maria De Carlo, Italy

mariadecarlo — 2019-02-26 16:03:27 UTC

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.

Anna Grignetti, Italy

annagrignetti — 2019-02-26 16:03:53 UTC

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

Carmen Voinea, Romania

2019-02-26 18:33:12 UTC

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

Ayfer,Turkey

ayfer_4848tr — 2019-02-26 20:15:03 UTC

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

Eda,Turkey

2019-02-26 21:14:40 UTC

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.

Marina, Serbia

marinastmircic — 2019-02-26 23:13:07 UTC

Patrícia Correia, Portugal

2019-02-27 01:33:50 UTC

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.

Cátia Sousa, Portugal

catia_diana_sousa — 2019-02-27 08:59:51 UTC

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.

Berkan

2019-02-27 19:17:08 UTC

survey self assessment

Nina, Romania

petraru_olaru_nina — 2019-02-27 19:42:39 UTC

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

Eylem-Turkey

eylemgurkan — 2019-02-27 21:06:53 UTC

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

Maria, Portugal

isabel_ribeiro00_ir — 2019-02-27 21:10:07 UTC

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.

Nevzat Turkey

nutirigan21 — 2019-04-19 18:43:58 UTC

By project and individual planning.

özden coşar türkiye

ozdencosar — 2019-05-14 11:39:34 UTC

project and individul planning

Safaa_Egypt

sfmohamed6 — 2019-05-25 20:15:50 UTC

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

Olga Ng {13} 3RL

2021-05-21 05:01:37 UTC

How do we upload pictures on padlet?

Clara Cuartero

2026-05-01 18:02:00 UTC

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.