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Transformative evaluation Criteria. Evaluation Tools for Changing Processes

Presentation at WFATE Conference, 2021. Lorenzo, N. (2021). Transformative Evaluation Criteria. Evaluation Tools for Changing Processes Sixth Biennial Conference, WFATE, US.

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Transformative evaluation: Criteria
Evaluation tools for Changing Processes
Neus Lorenzo i Galés
Universitat d’Andorra (UdA)
Everybody has their own pace
Conditions are not the same for everyone
25% of the children in the world are living in extreme poverty
(2019)
Ref: https://www.wrmea.org/2019-june-july/the-scenario-of-a-million-palestinians-going-hungry-in-gaza.html
FEP Project : Plurilingualism in Catalan Schools (2014-2019)
(individual and group initial detection: 5-6 years old)
New orientation: 2021-2024
To include teachers attitudes,
beliefs, expectations
To include social priorities,
global challenges and
International frameworks.
SDGs
21stC. Systemic Transformation: Changing dynamics
1. Investigate the world
2. Recognize Perspectives
3. Communicate Ideas
4. Take Action
Global Competence, OECD (2018)
Ref: http://ncee.org/wp-content/uploads/2020/10/GlobalCompStat.png
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Transformative evaluation Criteria. Evaluation Tools for Changing Processes

  • 1. 2 Transformative evaluation: Criteria Evaluation tools for Changing Processes Neus Lorenzo i Galés Universitat d’Andorra (UdA)
  • 3. Conditions are not the same for everyone 25% of the children in the world are living in extreme poverty (2019) Ref: https://www.wrmea.org/2019-june-july/the-scenario-of-a-million-palestinians-going-hungry-in-gaza.html
  • 4. FEP Project : Plurilingualism in Catalan Schools (2014-2019) (individual and group initial detection: 5-6 years old)
  • 5. New orientation: 2021-2024 To include teachers attitudes, beliefs, expectations To include social priorities, global challenges and International frameworks. SDGs
  • 6. 21stC. Systemic Transformation: Changing dynamics 1. Investigate the world 2. Recognize Perspectives 3. Communicate Ideas 4. Take Action Global Competence, OECD (2018) Ref: http://ncee.org/wp-content/uploads/2020/10/GlobalCompStat.png
  • 7. The Spiral of Inquiry: Recursive Reflection What’s going on with our learners? How do we know? Why does it matter? FOCUSING DEVELOPING A HUNCH LEARNING TAKING ACTION CHEQUING SCANNING Adapted from: https://www.educationalleaders.govt.nz/Pedagogy-and-assessment/Evidence-based-leadership/The-spiral-of- By Helen Timperley, Linda Kaser and Judy Halbert
  • 8. We are assessing all the time... 1- Your mother/partner/friend asks you to buy the best apples in the Store... ?
  • 9. The best apple in the world... Indicators versus descriptors Indicators vs. Descriptors Level 1 Level 2 level3 COLOR SIZE FLAVOUR TASTE PRISE ÈTHICS
  • 10. Building Rubrics Shape Round Irregular Deteriorated Color Red Yellow Green Texture Fine Granular Damaged Taste Very Sweet Sweet Bitter Cost <2 Eu/Kg <4 Eu/Kg <5 Eu/Kg Sostenibility Zero Km (Vecinity) From the region From far away Indicator descriptor criteria
  • 11. Is it the best apple? General characteristics Personal priorities Measurable criteria What for? https://staticr1.blastingcdn.com/media/photogallery/2017/10/9/660x290/b_1200x675/a-beautiful-apple-image-credit- skitterphotopexel_1622299.jpg
  • 12. Can we avoid or minimize subjectivities? I like it a lot It has 52 Kca. per 100gr
  • 13. Rethinking needs, protagonists and techniques • Context sensitive and inquirint mind • Assessment for personal and organizational learning • Assessment in teams, groups, and networks • Improving processess, as much as achievement • Participatory and inclusive assessment: flexible descriptors (same criteria) • Thinking globally, acting locally (personalization)
  • 15. Typology of indicators: From Quantum to Qualia Example Data Tipology Process Operator Values Nationality Discret data No Order Nominal Classification =  Nouns (Qualitative) Professions according to social recognition Discret data Order Order Order =    Exclusively Ordinal Numbers (Ordered) Number of sons and daughters Discret data Numeric Cardinal Countable =    + −   Cardinal Numbers (Quantity) Age Continiuous series Cardinal Measurable =    + −   Cardinal Numbers (Quantity)
  • 16. Three teachers are asked to prepare an activity for improving orality in early levels... How woud you assess their choices?
  • 17. Phological consciousness to auditory memory http://2.bp.blogspot.com/_5bnLqSYJmm0/TP0h-ReJuvI/AAAAAAAAMDk/4d9r7WBPD0M/s400/IMG_6231.JPG K+Know
  • 18. From meaningful vocabulary to contextualized knowledge https://s-media-cache-ak0.pinimg.com/564x/1c/d2/ba/1cd2bab0e0948dd3e0f2172b63a2a954.jpg Understand and interpret
  • 19. From autonomous expresion to cause-effect abstraction https://s-media-cache-ak0.pinimg.com/564x/e0/96/a4/e096a4e0d1e38aa2599c6a1bc3ab2f0d.jpg Observation, explanation, reflection...
  • 20. • Personal and collective portfolios, pannels, infograms • Written documents, texts, speaches, tasks, products... • Records and anecdotes for the observation of reality. • Personal portfolio for monitoring and collecting evidence. • Questionnaires and forms: Knowledge and Prior Study Inventory (KPSI) • Conceptual maps, and visual-data organizers and diagrams • Rubrics: Themes, proceses, results, attitudes... • Guidelines for action, sequences, protocols ... • Collective productions: Conversation, direct dialoguea, debates ... • Videos, audio recordings, webs, tweets, posts… • Written tests, exams, reports… • Projects, murals, dossiers, herbalists, collections… • Dramatizations, performances… • Models and maquettes… • Exhibitions, organized productions, events, presentations… • Digital productions, data analysis of interaction and participation • Plans, graphs, representations, drawings… • Quality of performances, abstract reflections, deductions... Different evaluation resources Tools Strategies Indicators
  • 21. Tools for control and process http://www.acquiredigital.com/uploaded/images/checklist.jpeg Dimensions Example: language learning • Reading • Speaking • Writing • Listening • Interculturalitaty • Negotiation
  • 22. Measuring progress Strategical problem solving Self-assessment and self-knowledge: (personal process, team, institutions...) Ref: Neus Lorenzo & Ray Gallon, Transformation Society
  • 23. Assessing the SDGs at school https://emeraldopenresearch.s3.amazonaws.com/manuscripts/14962/0a2981bd-a3e2-4c84-be68-f72f6bbdcab3_figure2.gif
  • 24. Interested in the test?... (It’s in Catalan) https://blogs.iec.cat/scp/lagenda-2030-i-els-ods/ https://sites.google.com/xtec.cat/ods-centres/formulari Thanks to Vedrunes schools (Catalonia)
  • 26. Can we evaluate kindness, interaction, communication?... How can we get a common understanding of these “líquid” concepts?
  • 27. Thanks for your attention! More Information: http://transformationsociety.net ray@transformationsociety.net neus@transformationsociety.net Societat Catalana de Pedagogia Institut d’Estudis Catalans