TURKEY-EVALUATION REPORT OF STUDENTS PERFORMANCE

1.
ð
EVALUATION
REPORT
OF
STUDENTS
PERFORMANCE
2015 –2017
F L w I C T
Erasmus+ KA2 Project
MULTIDISCIPLINARY
FLIPPED
LEARNING
WITH
ICT
Turkey is the Main Coordinator of the Project
Participant Schools are Lithuania, Poland, Italy, Latvia, France, Portugal, Spain
KA2 - Cooperation for Innovation and the Exchange of Good Practices
Strategic Partnerships for Schools Only
Project Number: 2015-1-TR01-KA219-021988
Prepared by
Ayla SAVASCI
Karsıyaka Girne Secondary School
Izmir/TURKEY

2.
2
Web Page: http://flippedlearning.wix.com/home
e-twinning:https://twinspace.etwinning.net/12713/home
Multidisciplinary Flipped Learning with ICT
Participant Countries: Turkey-Lithuania-Latvia-Italy-Poland-Portugal-Spain-France
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
sel<lessly
1
2
2
2
1
1
5
1
1
3
2
18
18
17
10
16
4
3
2
1
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.
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
April 2016
Preparing a presentation about the custom and etiquette
January 2016
Preparing a presentation about Cyberbullying
May 2016
General evaluation of student’s products
At
the
end
of
May,
the
evaluation
form,
which
was
prepared
in
order
to
assess
the
students’
all
products
by
the
main
coordinator
of
the
project,
was
filled
for
each
student
monthly.
The
goal
of
the
evaluation
form
is
to
obtain
information
about
the
quality
degree
of
the
students’
monthly
products
and
the
performance
of
students.
This
year,
20
students
of
Girne
Secondary
School
have
participated
in
FLwICT
project.
The
evaluations
of
our
students’
performances
are
given
below
in
details
as
graphics.
The
scale
level
for
each
item
represents
the
least
positive
value
1
(Poor),
2
(Average),
3
(Above
average)
and
4
the
most
positive
(Superior).
Graphic 1 - September 2015: Preparation of the project board
In
Graphic
1,
the
evaluation
of
the
students’
performance
on
preparation
of
the
project
board
is
seen.
Totally
20
students
worked
on
this
subject.
From
the
analysis
of
Graphic
1,
it
appears
that
mostly
all
students
worked
in
a
big
cooperation
and
motivation
with
each
other
constantly,
productively
and
selflessly
regarding
the
preparation
of
the
project
board.
With
regards
to
the
completion
of
the
work
on
time,
2
students
were
evaluated
in
level
1,
5
students
in
level
2,
3
students
in
level
3
and
10
students
in
level
4.
Generally,
we
can
say
that
the
evaluation
of
the
students’
performance
on
preparation
of
the
project
board
is
mostly
considered
good.

3.
3
Web Page: http://flippedlearning.wix.com/home
e-twinning:https://twinspace.etwinning.net/12713/home
Multidisciplinary Flipped Learning with ICT
Participant Countries: Turkey-Lithuania-Latvia-Italy-Poland-Portugal-Spain-France
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
sel<lessly
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
4
3
2
1
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
4
3
2
1
Graphic 2.1 - October 2015: Creating the project logo
Graphic 2.2 - October 2015: Creating the project logo
In
Graphic
2.1
and
Graphic
2.2
show
the
evaluation
of
the
students’
performance
on
preparation
of
the
project
logo.
From
the
analysis
of
Graphic
2.1,
it
is
found
that
regarding
the
information
provided
for
creating
the
project
logo,
the
most
of
the
students
used
computer
programs
to
prepare
the
project
logo
properly.
Beside
this,
as
seen
in
Graphic
2.1,
they
studied
in
a
big
cooperation
with
each
other
regarding
the
preparation
of
the
project
logo.
With
regards
to
designing
a
really
creative
logo,
2
students
were
evaluated
in
level
1,
9
students
in
level
3
and
9
students
in
level
4.
From
the
analysis
of
Graphic
2.2,
the
most
of
students
worked
on
this
subject
constantly
and
productively.
And,
the
students
are
really
successful
to
share
their
products
on
Facebook
group.
As
seen
in
this
graphic,
it
is
obvious
that
the
students
have
problems
related
to
share
products
on
e-­‐twinning
platform.
The
other
important
point
is
about
the
completion
of
the
work
on
time.
Just
6
students
were
evaluated
in
level
4
and
level
6
at
this
issue.
As
a
result,
the
evaluation
of
the
students’
performance
on
preparation
of
the
project
board
is
mostly
considered
positive.

4.
4
Web Page: http://flippedlearning.wix.com/home
e-twinning:https://twinspace.etwinning.net/12713/home
Multidisciplinary Flipped Learning with ICT
Participant Countries: Turkey-Lithuania-Latvia-Italy-Poland-Portugal-Spain-France
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
de<ined
the
sources
He/she
improved
language
skills
He/she
took
care
to
use
proper
English
language
He/she
researched
enough
1
1
6
4
12
6
2
1
5
4
5
13
15
1
15
16
9
4
3
2
1
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
4
3
2
1
Graphic 3.1 - December 2015: Preparation a digital postcard – Making an e-guide about how to make a movie – Preparing a
video about the students’ own school
Graphic 3.2 - December 2015: Preparation a digital postcard – Making an e-guide about how to make a movie – Preparing a
video about the students’ own school
In
Graphic
3.1
and
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.
As
is
shown
in
Graphic
3.1,
while
preparing
the
products
on
the
areas
at
issue,
the
logos
of
Erasmus+,
NA
and
the
name
of
the
project
are
used
by
the
most
of
the
students
correctly.
Beside
this,
it
can
be
said
that
based
on
the
data
in
Graphic
3.1,
mostly
all
students
have
improved
language
skills
throughout
this
activity.
They
tried
to
use
proper
English.
However,
as
seen
at
the
third
column
in
Graphic
3.1,
with
regards
to
define
the
sources,
six
students
were
evaluated
in
level
1
and
12
students
in
level
2.
This
shows
that
they
didn’t
pay
enough
attention
to
define
the
sources
on
their
products.
As
seen
in
Graphic
3.2,
the
students
cooperated
with
each
other
and
studied
consistently
and
productively.
Beside
this,
their
motivation
is
high
related
to
working
on
this
project.
We
can
observe
at
the
fifth
column
in
Graphic
3.2,
the
students
had
some
difficulties
about
uploading
the
products
on
e-­‐Twinning
platform
most,
and
they
didn’t
give
importance
to
make
research.
When
we
look
at
the
sixth
column
in
Graphic
3.2,
there
is
an
other
stunning
point
related
to
their
participation
on
Face
group.
It
can
be
said
that
the
students
can
be
more
active
and
successful
about
publishing
the
products
on
Face
group
than
e-­‐Twinning
platform.
As
we
can
understand
from
the
Graphic
3.2,
the
main
problem
during
the
implementation
process
of
these
activities
was
using
the
time
efficiently.
They
never
completed
their
products
on
time.

5.
5
Web Page: http://flippedlearning.wix.com/home
e-twinning:https://twinspace.etwinning.net/12713/home
Multidisciplinary Flipped Learning with ICT
Participant Countries: Turkey-Lithuania-Latvia-Italy-Poland-Portugal-Spain-France
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
de<ined
the
sources
He/she
improved
language
skills
He/she
took
care
to
use
proper
English
language
He/she
researched
enough
3
1
2
4
4
1
4
4
1
4
3
2
1
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
4
3
2
1
Graphic 4.1 - January 2016: Preparing a presentation about Cyberbullying (only for students who attended the meeting in Italy)
Graphic 4.2 - January 2016: Preparing a presentation about Cyberbullying (only for students who attended the meeting in Italy)
As
shown
in
Graphic
4.1
and
Graphic
4.2,
the
students
participated
in
the
Italy
meeting
were
able
to
complete
all
their
responsibilities
with
regards
to
preparation
of
representative
presentation
about
their
school
and
the
bad
sides
of
Cyberbullying
perfectly.
During
the
workshops
on
Cyberbullying
in
Italy,
we
can
say
that
the
students
improved
languge
skills
via
working
with
other
students.
Nevertheless,
if
we
look
at
the
third
and
sixth
columns
in
Graphic
4.1,
it
is
seen
that
these
students
didn’t
define
the
sources
on
the
products,
and
they
din’t
give
enough
time
for
researches
related
to
their
presentations.
With
regards
to
completing
the
work
on
time
and
publishing
the
work
on
e-­‐twinning
platform,
it
can
be
said
that
they
were
not
successful.
Just
one
student
did
her
responsibility
related
to
Italy
meeting
on
time
and
published
the
work
on
e-­‐Twinning
platform
correctly.
These
problems
can
be
seen
at
fourth
and
fifth
columns
in
Graphic
4.2
respectivly.

6.
6
Web Page: http://flippedlearning.wix.com/home
e-twinning:https://twinspace.etwinning.net/12713/home
Multidisciplinary Flipped Learning with ICT
Participant Countries: Turkey-Lithuania-Latvia-Italy-Poland-Portugal-Spain-France
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
de<ined
the
sources
He/she
improved
language
skills
He/she
took
care
to
use
proper
English
language
He/she
researched
enough
4
4
4
4
4
4
4
3
2
1
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
4
3
2
1
Graphic 5.1 - February 2016: Preparing a presentation about the culture (only for students who attended the meeting in Spain)
Graphic 5.2 - February 2016: Preparing a presentation about the culture (only for students who attended the meeting in Spain)
Totally
four
students
participated
in
Spain
meeting.
As
shown
in
Graphic
5.1
and
5.2,
the
results
related
to
students’
performans
on
preparing
a
presentation
about
the
culture
are
mostly
superior.
Totally
4
students
participated
in
the
Spain
meeting.
Based
on
the
results
in
Graphics,
it
is
obviouse
that
they
were
able
to
complete
all
their
responsibilities
perfectly.
However,
they
have
improved
their
English
language
skills
and
tried
to
use
proper
English
troughout
Spain
meeting.
However,
they
cooperated
with
other
students
during
the
meeting,
too.
From
the
analysis
of
Graphics,
it
is
seen
that
there
are
two
problems.
One
of
them
is
that
these
students
didn’t
give
importance
to
define
the
sources
on
the
products,
and
other
one
is
that
they
couldn’t
publish
the
work
on
e-­‐Twinning
platform
without
any
problems.
These
problems
can
be
seen
at
third
column
in
Graphic
5.1
and
at
fifth
column
in
Graphich
5.2
respectivly.
Beside
this,
just
one
student
didn’t
finish
his
own
responsibility
on
time.
That
is
shown
at
fourth
column
in
Graphic
5.2.

7.
7
Web Page: http://flippedlearning.wix.com/home
e-twinning:https://twinspace.etwinning.net/12713/home
Multidisciplinary Flipped Learning with ICT
Participant Countries: Turkey-Lithuania-Latvia-Italy-Poland-Portugal-Spain-France
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
de<ined
the
sources
He/she
improved
language
skills
He/she
took
care
to
use
proper
English
language
He/she
researched
enough
9
7
1
2
2
1
5
5
6
16
17
2
12
13
10
4
3
2
1
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
1
1
1
7
11
1
4
1
17
17
17
7
2
17
4
3
2
1
Graphic 6.1 - March 2016: Preparing an e-guide about the culture
Graphic 6.2 - March 2016: Preparing an e-guide about the culture
In
Graphic
6.1
and
Graphic
6.2,
the
evaluation
of
students'
performance
on
preparing
an
e-­‐guide
about
culture
is
seen.
During
March,
totally
18
students
worked
on
this
activity.
Based
on
the
results
of
Graphic
6.2,
we
can
say
that
generally
the
performance
of
the
sudents
is
high
related
to
using
the
logos
and
the
name
of
the
project
correctly.
While
working
on
this
subject,
the
students
improved
their
Language
skills,
tried
to
use
English
language
properly
and
researched
enough
related
to
the
subject.
From
the
analasis
of
Graphics,
the
results
with
regards
to
completing
the
work
on
time,
researching
enough
and
publishing
the
works
on
etwinning
platform
are
not
good.
The
most
of
the
sudent’s
didn’t
give
importance
to
these
subjects.

8.
8
Web Page: http://flippedlearning.wix.com/home
e-twinning:https://twinspace.etwinning.net/12713/home
Multidisciplinary Flipped Learning with ICT
Participant Countries: Turkey-Lithuania-Latvia-Italy-Poland-Portugal-Spain-France
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
de<ined
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
4
3
2
1
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
4
3
2
1
Graphic 7.1 - April 2016: Preparing a presentation about the custom and etiquette (only for students who attended the meeting in Latvia)
Graphic 7.2 - April 2016: Preparing a presentation about the custom and etiquette (only for students who attended the meeting in Latvia)
As
shown
in
Graphic
7.1
and
Graphic
7.2,
the
students
participated
in
the
Latvia
meeting
were
able
to
complete
all
their
responsibilities
with
regards
to
preparation
of
a
presentation
about
the
custom
and
etiquette
perfectly.
As
seen
in
Graphic
7.1,
it
is
said
that
they
gave
importance
to
use
the
logos
and
the
name
of
the
project
on
their
work.
Beside
this,
we
can
say
that
they
improved
their
English
language
skill
during
the
meeting.
From
the
analysis
of
Graphic
7.2,
it
is
seen
that
the
most
of
the
students
studied
consistently
and
productively.
And
the
motivation
of
the
students
was
high.
They
published
their
products
on
Face
group
successfully.
If
we
look
at
the
third
and
sixth
columns
in
Graphic
7.2,
it
is
seen
that
these
students
didn’t
define
the
sources
on
the
products,
and
they
didn’t
give
enough
time
for
researches
related
to
their
presentations.
With
regards
to
completing
the
work
on
time
and
publishing
the
work
on
etwinning
platform,
it
can
be
said
that
they
were
not
successful.

9.
9
Web Page: http://flippedlearning.wix.com/home
e-twinning:https://twinspace.etwinning.net/12713/home
Multidisciplinary Flipped Learning with ICT
Participant Countries: Turkey-Lithuania-Latvia-Italy-Poland-Portugal-Spain-France
As
said
before,
the
goal
of
this
performance
assessment
is
to
decide
the
level
of
competence
of
the
students.
However,
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.
And
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.
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.
6. Mostly
all
students
realized
the
responsibilities
on
the
area
at
issue
selflessly.
7. Mostly
all
students
studied
consistently
and
productively
during
the
first
year
of
the
project.
8. Mostly
all
students
tried
to
use
the
logos
of
Erasmus+
and
NA
on
their
products
correctly.
9. Most
of
the
students
used
the
name
of
the
project
on
their
products.
10. Nearly
all
students
published
their
works
on
Face
group
successfully.
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.