SECOND TERM
The aim of this second evaluation process is to reflect on the impact of project activitities on the learning process.
RESULTS AND ANALYSIS
Students self-evaluation results
Nearly 40% of the students could understand the tasks very well. While 37,5% said well and 23,2% understood them in an excellent way. More than 45% of them could collaborate very well both with their mates invoved in the project and the ones from aborad. 25% worked collaboratively well and 17,9% in an excellent way. Just few of them didn't work well. Students (37,5%) completed the tasks in a very good way too.Another 37,5% said in a good way, while 23,2 said in an excellent way. The majority of the pupils invoved in the project enjoyed it (more than 50%). The results also show that one the most important project objectives has been achieved: developing English skills as a foreign language (48,2%). On the other hand, They also help to understand that pupils could acquire new ICT tools skills. This is linked to what students say: they were capable of completing the tasks which is another important objective of "The Big Tour". Last but not least, the open answer linked to question 6 shows us that all the students would like to preserve our cultural heritage and this is due to the project.
Project's plan evaluation
Pedagical innovation and curricula integration can be considered achieved. In fact, 75% of the participants say that "The Big Tour" had a variety of pedagogical methods and pupils were the ones who took the lead. They also interacted with their partners and worked collaboratively. So all this was very good. The same is for curricula integration: for almost all the teachers (75%) the project is rooted in the school curriculum in a very good way as well as collaboration between partner schools. Remarkable results have been obtained regarding technology integration where more than 85% considered that technology was used to help partners achive their pedagogical objectives. Finally results show how the project had and still has a very good impact (62,5%) on the Spanish, Turkish, Italian and Slovakian school communities.