After a school year in which they have worked together, students are assessed by their teachers using the same criteria and parameters.
Since the beginning the teachers had in mind to open the doors of their classrooms (or of the students' rooms, given the pandemic situation that forced students not to attend school for a long time) and, therefore, as the individual classes became a single larger European class, even the assessment is done in common.
The way students' job is assessed takes into account many parameters as the involvement in the various project activities, the interaction with the partners, the contribution to the solution of the problem assigned to each international team.
To remind students of some of the parameters with which they are assessed, we insert a checklist here: some activities have now passed and those who have not given their contribution then cannot fix it, but for some aspects there is still time and we invite those who know they are in good standing to fix things.
Each involved student had to:
- update his/her eTwinning profile
- contribute to the logo picture
- introduce himself/herself with a short video
- collaborate to the school/town/region/food presentation
- post at least 5 messages on the forum collaborating with partners to carry out the tasks.
- collaborate to the Bingo activity
- collaborate to the survey
- collaborate to the data analysis
- collaborate to the fake/real news activity
- answer to the final survey
Here it is the assessment rubric that teachers decided together:
| CATEGORY | Excellent | Good | Sufficient | Insufficient |
| Statistics skills | The student shows excellent skills to compile statistics with spreadsheets. | The student shows good skills to compile statistics with spreadsheets. | The student shows sufficient skills to compile statistics with spreadsheets. | The student shows poor ability to compile statistics with spreadsheets. |
| ICT skills | The student has excellent skills in using the proposed ICT tools and understands how to best use them. | The student has good skills in using the proposed ICT tools and usually understands how to best use them. | The student has sufficient skills in using the proposed ICT tools and often understands how to best use them. | The student has poor skills in using the proposed ICT tools and generally doesn't understands how to best use them. |
| Focus on the task | The student consistently stays focused on the task and what needs to be done. Very self-directed. | The student focuses on the task and what needs to be done most of the time. Other group members can count on this person. | The student focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. | The student rarely focuses on the task and what needs to be done. Lets others do the work. |
| Working with Others | The student was an engaged partner listening to suggestions of others and working cooperatively throughout lesson. | The student was an engaged partner but had trouble listening to others and/or working cooperatively. | The student cooperated with others but needed prompting to stay on-task. | The student did not work effectively with others. |
| TwinSpace activity | The student interacted with the partners in an active and timely way for all the project activities and filled out his/her profile. | The student interacted with the partners in an active and timely way for the most part of the project activities and filled out his/her profile. | Student did not interact with the partners in an very active way for many project activities but he/she filled in his/her own profile. | The student did not interact with the partners in an very active way for the most part of the project activities and he/she did not fill in his/her own profile. |
Here is the link to the assessment of the French students. Their involvement was remarkable and therefore their marks were excellent for most of them. The ones that got more than 15/20 (which means excellent or very good as an average evaluation) have been delivered a diploma which will be an asset when candidating for Higher Education Schools (parcoursup).
Here is the link to the assessment of the Italian students. Most of them were very actively involved in the project and the mark they got for the eTwinning activity improved their average score, both for Math and for Citizenship Education! Moreover all the class teachers and the parents noticed that they improved many soft skills and their cohesion as a team has strengthened a lot, although we have spent many months at home, due to the health measures to counter the pandemic.
Here is the link to the assessment of the Bulgarian students. Most of them were involved in the project work very actively. They improved their knowledge in ICT, Mathematics, English and Citizenship Education. It was a very useful project in this pandemic situation when the students had to study from home.
Here is the link to the assessment of the Portuguese students. Most of them were very committed to the project and did their best to complete the tasks. This project was included in the "DAC-Domínios de Autonomia Curricular" of the portuguese class.
Here is the link to the assessment of the Turkish students.This project is a good opportunity for our students communicate in English and work together with the students from partner schools. They learned how to use internet safely and worked hard to fulfill their tasks.
Safe Young Citizens On The Net Project aims and practices are aimed at realizing the achievement of the 10th Grade Philosophy Subjects and Basic Problems of Philosophy unit in Epistemology, 'Students are provided to discuss in terms of the value and reliability of the information shared in magazine and newspaper news, internet, social media or TV programs'. This objective was achieved with 'Creation Of An International Survey Abought Teenegers' E-Safety and Final Survey About True Or Fake News, with the topics assigned to international teams to deepen.