workshop from the PDW for the eTwinning Ambassadors, Rhodes, Greece

1. Quality Label Criteria: How to assess an eTwinning
Project
Irene Pateraki
GR NSS

6. Step 1:Minimum requirement for QL
• The project must have common goals and a shared
plan.
• It must be finished or in its last stages.
• The applying teacher must have done significant
contributions to the project.
• A certain degree of collaboration must appear. The
minimum to be considered is using and reacting to
partners’ materials.
• Project results must be visible.

7. 6 Common indicators for NQL criteria
1. Pedagogical innovation
2. Curricular integration in one or many subjects
3. Communication and exchange between
partner schools
4. Collaboration between partner schools
5. Use of Technology
6. Results, impact and documentation

8. NQL and EQL
From October 2012 the EQL is awarded by the
Central Support Service to schools in a project who:
• Have been proposed for the European Quality Label
by at least one National Support Service after a
screening process.
• And at least two partners have already received the
National Quality Label for the project. The
European Quality Label is awarded only once a year
and is featured on the eTwinning Portal.

9. QL1: Pedagogical innovation
https://www.youtube.com/watch?v=sJ6dWQaMchg

10. QL1: Pedagogical innovation
• it has originality in theme
• it uses a variety of pedagogical methods
• pupils are the ones who take the lead
• pupils interact with their partners and work
collaboratively using different methods like
information gathering, problem solving, research,
comparative work
• pupils take different roles: artists, journalists,
technicians, scientists, actors etc .

11. QL2: Curricular Integration
https://www.youtube.com/watch?v=x_yYc1cnFCE

12. QL2: Curricular Integration
• the project is based on the school curriculum and
sullabi
• the main part of the project work is done during
the school hours
• the curricular integration in the project is clear
• project work allows students develop their skills
and competences
• the project-based pedagogical framework has been
explained and documented by the teacher.

13. QL3: Communication and exchange
between partner schools
https://www.youtube.com/watch?v=xSQ_vqTn3rY

14. QL3: Communication and exchange
between partner schools
• the information sharing has identifiable goals
• the communication between pupils is a clear goal
for the teachers
• students can share the work, deal with the same
topic, interact and come up with a final outcome
• communication activities are designed to
encourage students to read, listen and view the
work of their partners

15. QL4: Collaboration between
partner schools
https://www.youtube.com/watch?v=y_ww4NMsFDg

16. QL4: Collaboration between partner
schools
• collaborative activities go beyond communication:
the partners are not just recipients of information;
they are team-- -members, co-- -authors and co-- -
creators.
• Collaboration means that both classes need the
contribution of their partner class to complete the
activity.
• Mixed-- -nationality teams are a very effective best
practice for collaborative work. (small group from
one class + small group from another class = mixed-
- -nationality team)

17. QL5: Use of Technology
https://www.youtube.com/watch?v=gZalOkeV9fk

18. QL5: Use of Technology
• good adaptation of tools used by the teachers and
pupils to conduct collaborative activities and
sharing information so that real communication
and interactions take place between them.
• The tools are used in such way that they ensure the
success of the pedagogical objectives of the project
• Full awareness of eSafety issues (pupils are not
identifiable, copyright issues on images, music etc.
are taken into account)

19. QL6: Results, Impact and Documentation
https://www.youtube.com/watch?v=qcb0td_xtXc

20. QL6: Results, Impact and Documentation
(1)
• Visible
-project results and/or how they are presented online
-activity/involvement of pupils (in TwinSpace)
-project documentation (planning, evaluation & reflection, feedback
possibilities etc.)
• Invisible
• impact of the project
• -on teachers' skills
• -on pupils' skills and knowledge
• -social, personal (teachers and pupils)
• -on wider community
The invisible part can only be evaluated indirectly by reading the project
documentation and comparing it to the visible part

21. QL6: Results, Impact and Documentation
(2)
• A variety of project results presented
• Project documentation with information on
evaluation (of most or all parts of the project), on
impact on pupils and their skills/knowledge, on
impact on teachers' skills and impact on wider
community
• The material presented is consistent with the
documentation

22. Task 1: Project Evaluation A
• Split in teams of 4 (mixed nationality group)
• Read the framework used for the evaluation of QL
• Read the application of the project: “Portraits and
emotions”
• Have a look at the TwinSpace:
https://twinspace.etwinning.net/3921/home
• Discuss with your colleagues and evaluate the
project for each of the criteria 0-5
(30 minutes)
• Report to the plenary (3 minutes each group)

23. Task 2: Project Evaluation B
• Read the application of the project:
“Active Detective”
• Have a look at the TwinSpace:
https://twinspace.etwinning.net/705/home
• Discuss with your colleagues and evaluate the
project for each of the criteria 0-5
(20 minutes)
• Report to the plenary (3 minutes each group)

24. Thank you!!
eirpateraki@gmail.com