TURKEY-Performance Assessment of Students

1. MULTIDISCIPLINARY FLIPPED
LEARNING WITH ICT

2.  Working Subjects of FLwICT Project’s First Year
 Aim of Performance assessment of Students
 Information About Graphics
 Graphics of the Students Performance
 September 2015 - Preparation of the project board
 October 2015 - Creating the project logo
 December 2015 - Preparation a digital postcard – Making an e-guide about how to
make a movie – Preparing a video about the students’ own school
 January 2016 - Preparing a presentation about Cyberbullying
 February 2016 - Preparing a presentation about the culture
 March 2016 - Preparing an e-guide about the culture
 April 2016 - Preparing a presentation about the custom and etiquette
 Conclusions
CONTENTS

3. In 2015-2016 academic year, during the implementation process of
Multidisciplinary Flipped Learning with ICT Project’s first year, the
students of Girne Secondary School have studied about the subjects
which are given below.
WORKING SUBJECTS
First Year - First Semester
Improving Digital Skills
First Year - Second Semester
Improving Intercultural Awareness
September 2015
Preparation of the project board
February 2016
Preparing a presentation about the culture
October 2015
Creating the project logo
March 2016
Preparing an e-guide about the culture
December 2015
Preparation a digital postcard – Making an e-guide
about how to make a movie – Preparing a video about
the students’s own school
Aprial 2016
Preparing a presentation about the custom and
etiquette
January 2016
Preparing a presentation about Cyberbullying
May 2016
General evaluation of student’s products

4. • The goal of this performance assessment is to decide the level of
competence of the students.
• This performance assessment also provides useful information to assess
whether the students improved their language skills or not throughout
the first year of the project.
• It can help the teachers about which subjects to be given more special
attention while the students are working on the products.
• This assessment strategy can be used to monitor students’ English
language skills, as well as their competence in particular areas.
AIM OF PERFORMANCE
ASSESSMENT OF STUDENTS

5. • At the end of May, the evaluation form, which was prepared in order to
assess the students’ all products was filled for each student monthly.
• This year, 20 students of Girne Secondary School have participated in
FLwICT project.
• The evaluations of our students’ performances are given in details as
graphics.
• The scale level for each item represents;
1 (Poor), 2 (Average), 3 (Above average) and 4 (Superior).
INFORMATION ABOUT GRAPHICS

6. Graphic 1 - Preparation of the project board
SEPTEMBER 2015
0
5
10
15
20
He/she
cooperated with
other students
His/her
motivation is
high
He/she studied
consistently and
productively
He/she
completed the
work on time
He/she did the
work selflessly
1 2 2 2 1
1
5
1
1
3
2
18 18 17
10
16
Thenumberofstudents
In Graphic 1, the evaluation of the students’ performance on preparation of the project board is seen.
4
3
2
1

7. OCTOBER 2015
0
5
10
15
20
He/she used the
computer
program for
designing the
logo properly
He/she
designed really
creative logo
He/she did the
work selflessly
He/she
cooperated with
other students
His/her
motivation is
high
2 1 1 1
4
9
3 2 1
16
9
16 17 18
Thenumberofstudents
Graphic 2.1 shows the evaluation of the students’ performance on preparation of the project logo.
Graphic 2.1 - Creating the project logo
4
3
2
1

8. OCTOBER 2015
0
5
10
15
20
He/she studied
consistently and
productively
He/she completed
the work on time
He/she published
the work on the e-
twinning without
any problems
He/she published
the work on face
group
1
4
1
7
11
1
1
6
2
18
6
3
19
Thenumberofstudents
Graphic 2.2 shows the evaluation of the students’ performance on preparation of the project logo.
Graphic 2.2 - Creating the project logo
4
3
2
1

9. DECEMBER 2015
0
5
10
15
20
He/she used
the logos of
Erasmus+ and
NA correctly
He/she used
the name of
the project
He/she
defined the
sources
He/she
improved
language
skills
He/she took
care to use
proper
English
language
He/she
researched
enough
1 1
64
12
6
2
1
5 4
5
13
15
1
15 16
9
Thenumberofstudents
In Graphic 3.1, the evaluation of students' performance on preparing a digital postcard, making an
e-guide about how to make a movie and preparing a video about the students’ own school is seen.
Graphic 3.1 - Preparation a digital postcard – Making an e-guide about how
to make a movie – Preparing a video about the students’ own school
4
3
2
1

10. DECEMBER 2015
0
5
10
15
20
He/she cooperated
with other students
His/her motivation
is high
He/she studied
consistently and
productively
He/she completed
the work on time
He/she published
the work on the e-
twinning without
any problems
He/she published
the work on face
group
1
5
3 2 2
6
10
2
2 1
8
4
1
17 16 17
5
1
17
Thenumberofstudents
In Graphic 3.2, the evaluation of students' performance on preparing a digital postcard, making an e-
guide about how to make a movie and preparing a video about the students’ own school is seen.
Graphic 3.2 - Preparation a digital postcard – Making an e-guide about
how to make a movie – Preparing a video about the students’ own school
4
3
2
1

11. JANUARY 2016
0
1
2
3
4
He/she used
the logos of
Erasmus+ and
NA correctly
He/she used
the name of
the project
He/she defined
the sources
He/she
improved
language skills
He/she took
care to use
proper English
language
He/she
researched
enough
3
1
24 4
1
4 4
1
Thenumberofstudents
In Graphic 4.1, the evaluation of students' performance on preparing a presentation about
Cyberbullying is shown.
Graphic 4.1 - Preparing a presentation about Cyberbullying
(only for students who attended the meeting in Italy)
4
3
2
1

12. JANUARY 2016
0
1
2
3
4
He/she
cooperated
with other
students
His/her
motivation is
high
He/she studied
consistently
and
productively
He/she
completed the
work on time
He/she
published the
work on the e-
twinning
without any
problems
He/she
published the
work on face
group
3 3
4 4 4
1 1
4
Thenumberofstudents
In Graphic 4.2, the evaluation of students' performance on preparing a presentation about Cyberbullying is shown.
Graphic 4.2 - Preparing a presentation about Cyberbullying
(only for students who attended the meeting in Italy)
4
3
2
1

13. FEBRUARY 2016
0
1
2
3
4
He/she used
the logos of
Erasmus+ and
NA correctly
He/she used
the name of
the project
He/she defined
the sources
He/she
improved
language skills
He/she took
care to use
proper English
language
He/she
researched
enough
44 4 4 4 4
Thenumberofstudents
In Graphic 5.1, the evaluation of students' performance on preparing a presentation about the culture is seen.
Graphic 5.1 - Preparing a presentation about the culture
(only for students who attended the meeting in Spain)
4
3
2
1

14. FEBRUARY 2016
0
1
2
3
4
He/she
cooperated
with other
students
His/her
motivation is
high
He/she studied
consistently
and
productively
He/she
completed the
work on time
He/she
published the
work on the e-
twinning
without any
problems
He/she
published the
work on face
group
4
1
4 4 4
3
4
Thenumberofstudents
In Graphic 5.2, the evaluation of students' performance on preparing a presentation about the culture is seen.
Graphic 5.2 - Preparing a presentation about the culture
(only for students who attended the meeting in Spain)
4
3
2
1

15. MARCH 2016
0
5
10
15
20
He/she used
the logos of
Erasmus+ and
NA correctly
He/she used
the name of
the project
He/she defined
the sources
He/she
improved
language skills
He/she took
care to use
proper English
language
He/she
researched
enough
9
7
1 22 1
5
5
6
16 17
2
12 13
10
Thenumberofstudents
In Graphic 6.1, the evaluation of students' performance on preparing an e-guide about the culture is seen.
Graphic 6.1 - Preparing an e-guide about the culture
4
3
2
1

16. MARCH 2016
0
5
10
15
20
He/she
cooperated
with other
students
His/her
motivation is
high
He/she studied
consistently
and
productively
He/she
completed the
work on time
He/she
published the
work on the e-
twinning
without any
problems
He/she
published the
work on face
group
4
11 1
7
11
1
4
1
17 17 17
7
2
17
Thenumberofstudents
In Graphic 6.2, the evaluation of students' performance on preparing an e-guide about the culture is seen.
Graphic 6.2 - Preparing an e-guide about the culture
4
3
2
1

17. APRIL 2016
0
1
2
3
4
He/she used
the logos of
Erasmus+ and
NA correctly
He/she used
the name of
the project
He/she
defined the
sources
He/she
improved
language
skills
He/she took
care to use
proper
English
language
He/she
researched
enough
1
2
4 4
3
4 4
2
Thenumberofstudents
In Graphic 7.1, the evaluation of students' performance on preparing a presentation about the custom and
etiquette is seen.
Graphic 7.1 - Preparing a presentation about the custom and
etiquette (only for students who attended the meeting in Latvia)
4
3
2
1

18. APRIL 2016
0
1
2
3
4
He/she
cooperated
with other
students
His/her
motivation is
high
He/she studied
consistently
and
productively
He/she
completed the
work on time
He/she
published the
work on the e-
twinning
without any
problems
He/she
published the
work on face
group
4 4
1
3
4 4 4
Thenumberofstudents
In Graphic 7.2, the evaluation of students' performance on preparing a presentation about the custom and
etiquette is seen.
Graphic 7.2 - Preparing a presentation about the custom and
etiquette (only for students who attended the meeting in Latvia)
4
3
2
1

19. Based on the results of this study the following conclusions can be drawn:
1. The students have improved their English language skills throughout
the implementation processes of the project’s first year.
2. Mostly all students tried to use proper English while preparing the
works.
3. Mostly all students cooperated with each other while working on the
their responsibilities.
4. As shown in Graphics, the most of the students’ motivation was really
high.
5. Mostly all students tried to use computer programs properly especially
while preparing presentations, logos and videos.
CONCLUSIONS

20. 6. Mostly all students tried to use computer programs properly especially
while preparing presentations, logos and videos.
7. Mostly all students realized the responsibilities on the area at issue
selflessly.
8. Mostly all students studied consistently and productively during the
first year of the project.
9. Mostly all students tried to use the logos of Erasmus+ and NA on their
products correctly.
10. Most of the students used the name of the project on their products.
11. Nearly all students published their works on Face group successfully.
CONCLUSIONS

21. 11. Most of the students didn’t pay enough attention to define the sources
on their products.
12. The main problem during the implementation process of Project’s first
year was using the time efficiently. Most of the students never
completed their products on time.
13. Most of the students couldn’t publish their products on e-twinning
platform without any problems. It can be said that the students can be
more active and successful about publishing the products on Face group
than e-Twinning platform.
CONCLUSIONS

22. PREPARED BY
AYLA SAVASCI
ICT TEACHER
KARSIYAKA GIRNE SECONDARY SCHOOL
IZMIR/TURKEY