Title Information and communications technologies to support new ways of lifelong learning
Project Number 2010-1-IT1-LEO05-01009
Product Final assessment report
Title Final assessment report
Product Type evaluation methods
Evaluation and assessment methodology that the project has implemented is based on the following principles and evidences.
The focus on the quality of the implemented processes rather than the outcomes. It is configured as an monitoring process which assures retrieval of the evaluation of the learning outcomes in terms of skills rather than knowledge
The transversal dimension of the assessment process that accompanies all stages of the development and implementation of the training activities, it is not limited to an initial and / or final survey.
The direct involvement of the training actors in the evaluation who guarantee, as well as an assumption of responsibility in the process, an equilibrium between objective and subjective factors.
Without effective planning, monitoring and evaluation, it would be impossible to judge if work is going in the right direction, whether progress and success can be claimed, and how future efforts might be improved.
Within the project, we had to implement a kind of assessment that should be transversal to all phases. It is by an attentive evaluation that we have followed the development of each activity in time by foreseeing specific tools and objectives for each phase.
We have decided to adopt a model able to foresee the integration of a quantitative and qualitative approach in order to constantly depict the process within the view of efficiency, and in order to let interpretative variables become visible, apt to assess the quality of the suggested model.
Assessment was finally not drawn by the mere collection of data, but based on a training monitor-ing that could constantly grant a picture that should be useful in case of a further re-planning of the project. Such picture has been aimed in detecting what has been learned, and structured to suit the model that has been shaped during the pilot phase.
Target group Policy makers, enterprises, category associations, schools, associations, vocational centers, local, regional and national public authorities, teachers, trainers, students.
The data collected from the monitoring and evaluation phase of the project highlight several variables in common within the various phases, and that define the fundamental aspects of the suggested training model of the ICT-Based Learning project.
The first variable is time. Planning, organizational, and subjective time, time as a critical variable that has put at risk the attendance of the teachers.
The second variable is motivation. Data stress that motivation is activated at its highest degree by subject and groups when the subject (exercise, reflection) focused on, is narrowly linked to expe-rience and to a perceived application.
It has been thus important to determine, and to consequently set, the training course by formulating a proposal that could be as close as possible to the target group’s professional reality and context.
The request to introduce online didactics, and an in-depth study of subjects tied to the use of the new technological tools made available by Web 2.0 within the frame of education and training systems, has to be seen as the most essential point around which the entire project pivots.
Area of application
The final assessment report has a twofold importance, both in relation to the tools used and for the "reading" of the processes and outcomes of the project.
From the first point of view, the document provides an overview of the analytical tools used, which could be implemented in other contexts and situations.
From the second point of view, the final assessment report is also and especially the description of the processes and outcomes of the project, which define the degree of success and, consequently, the exploitation, in the national VET systems, of the products and results of the project.