OUTCOMES - QUALITY PAGE / Click and go to: R5 Debriefing page; OR to: Sustainability page ;  to: Partnership's results page 
Quality Control  on CP7 page
 
Understanding fears of the Past
to face the fears of our Time
 

NBE+ RESULTS
La démarche qualité
les résultats du partenariat
Nuits Blanches Erasmus+
questionnaires aux élèves et paticipants
OTCOMES AND FOLLOW UP SYSTEM
revenir à la page précédente
R5 ONLINE REPORT : the schedule
inTeachers portal


NBE+
Nuits Blanches
  2015-2018
an international strategic partnership
COORDINATION * TRAVELS * FOLLOW UP * REWRITE

TO ILARGIA PUBLIC PORTAL
Click on the moon to go to the Homepage

 CHECK POINT 7 

NBEplusBLOG
 
Seventh period Follow up

QUALITY CONTROL PROCESS

La mise en oeuvre du partenariat, du point de vue des apprenants, passe par trois étapes successives : réception et interaction (première phase pédagogique, 20 premiers mois) et transfert (16 derniers mois) selon un programme disponible en ligne : CURRICULUM (à télécharger sur la première page du portail des professeurs dans NBE+)

Output 7
The Quality Control  of learning activities and project implementation and the anwers to surveys focused on students are considered as a part of the ordinary Follow Up implemented by the project Manager and local leaders. Questionnaires given to pupils are a French-Romanian cooperation issue.
Please note you can find an explanation about Checking Tasks in ILARGIA Website (section PARTNERSHIP, "Resuse and IO" tab).
And you can see a programme with an evaluation planning in CURRICULUM
(a pdf file available on Teachers portal's Homepage)

LOGIC
Synergies between short-term exchanges and local  activities have been
systematically sought.

A - IMPLANTATION OF ACTIVITIES
 (Methodology that presided over the implementation of the activities, from the point of view of the learners).

___ First teaching period (20 months)

1. Reception Phase
First "initiatory" trip to Rome (explanation of fears).
At this stage PREDICTIVE EVALUATION
Questionnaires are distributed to students after C1 in order to check the impact of mobility and expectations
of the high schools students

2. Interaction phase
At this stage FORMATIVE EVALUATION
Activities are organized and defined according to skills (cognition, skills, values ​​and attitudes) to develop and in order to involve all partners
Second and third "practical" and "exploratory" study tours focused on Riga workshops (streamlining
fears) then to Cluj-Napoca (prefiguration of expected intellectual productions)
Questionnaires are distributed to students after C2 and C3 in order to verify the impact of mobility and quality mediation (seminar R2 specifies the approach and the formulation of the instructions)

___Second teaching period (16 months)

3. Transfer and Production Phase
At this point EVOLUTION SUMMARY
The study travels verify the prior acquisition of the skills necessary to carry out the project and develop the final result. Fourth "collaborative" mobility C4 was devoted to rewriting in Cesme (as the C04 bilateral exchange in Cluj)
From the pitch chosen from advanced propositions during C3, a synopsis is defined during C4 for the transnational dialogue and the work of common rewriting is started (and then pursued at a distance).
The production materializes during the C5 exchange.

B - MEASURED RESULTS 

Issues measured by the post-mobility questionnaires:

Quality of activities
Group cohesion
Better understanding of fears
Respect of the plan
Socio-cognitive abilities

Realization of impacts: changes induced by
-participation in the ILARGIA FESTIVAL (game of rewritings or logistic support of representations, inclusion in
festivities and visits)
-the manufacture of rewrites (national and transnational dialogues)
-experience gained through exchanges
-the systematic use of online and peer-to-peer learning method.



TABLE DES MATIERES - TABLE OF CONTENTS

PROCEDURES DE CONTRÔLE
CP 7 USUAL FOLLOW UP  

PREMIERE VISUALISATION DES RESULTATS ET COMMENTAIRES  R5 ANALYSIS 

TABLES DES MATIERES TABLE OF CONTENTS

PERENNISATION
- SUSTAINABILITY

OUTPUT 7
Note : la production de résultats fait partie des engagements de la candidature commune et constitue une production intellectuelle à part entière.
The production of results is part of the commitments of the joint candidature and constitutes an intellectual production in its own right.
Find it in ILARGIA Website ("PAR" book in the Homepage and PARTNERSHIP section / Reuse...)

Seventh period Follow up
The results of the project are included in this Website insofar as they represent a part

the partnership infrastructure. His productions are published in an Internet portal
intended for the general public (ILARGIA).
PREPARING THE FINAL REPORT



Suivi/Follow up
CHECKto CP 7 POINTS 
TO THE PUBLIC PORTAL ILARGIA:
click on the picture


CLICK HERE TO SEE THE 
ASSESMENT REPORT'S ANSWERS / VOIR LE TABLEAU DES REPONSES AU RAPPORT D'EVALUATION
C1 Questionnaire
31 sondés dont 7 hôtes

I - What did you wait for your involvement in an Erasmus+ programme before the mobility?
question ouverte

1 Voyager, Découvrir de Nouvelles cultures / Travels, Discovery 68 %
2 Rencontrer des gens, se faire des amis étrangers/ Meetings Friends 19%
3 Parler Anglais / Enhance my English level / 10%
4 Améliorer mon niveau scolaire (globalement ou toute autre  discipline citée) 3%
5 Aucune attente o%

II - And After the Short term exchange ?
question fermée : rien n'a changé ou indication de la plus-value

La plupart des lycéen(ne)s voient a priori le programme Erasmus+ comme une occasion de voyager ou de rencontrer de nouvelles personnes (les deux thème sont d'ailleurs proches et souvent les deux  objectifs sont mentionnés en premier)/ Les 10% d'élève smetatn en avantune autre plus-value désignent l'opportunité de pratiquer ou améliorer leur Anglais ou leur niveau scolaire en, général

Most high school students see the Erasmus + program as an opportunity to travel or to meet new people (both topics are close to each other and often the two objectives are mentioned first) / 10% students highlighting another added value are the opportunity to practice or improve their English or their level of education.

Après l'échange 30% des élèves ont l'impression que leur attente était conforme à la réalité mais deux tiers d'entre eux pensent avoir sous-estimé certains impacts. Pour 51% des élèves, la perspective de nouer des amitiés est une plus-value inattendue (signe que l'échange a bien fonctionné). Quelques participants estiment que ce genre de voyage va les remotiver ou favoriser leur inclusion (7%)et d'autres que cela les aidera davantage que prévu dans la pratique de l'Anglais.

C1 STUDENTS SURVEY

Plus-values supposées


Plus-values inattendues
elles concernent 30% de l'effectif sondé (les bénéficiaires du voyage)
III - Do you think the activities implemented during C1 Short-terme exchange can help you to increase your ITC skills ?
Yes 65 %  / No 29%  DO NOT KNOW 6%

IV - What other skills could be enhanced by these
activities ?
Confidence, Self esteem 39%
Oral ability 23%
Culture 19%
Other 19%

V - What did seem to you the most interesting :
A classroom inclusions
B collaborative workshops
C freetimes outside
D life in community at the accomodation centre
E nothing, the travel was very boring
F i did enjoy everything

VI - What was the worst thing ? (or if you were disappointed it was because :)
Too short travel: 42 %
Rooms not cumfortable enough 19%
No many time with Italian students 10 %
Complicated transports 10%
Others 19%
L'aspect ludique des intégrations dans les classes a plu  (danses interprétées par les élèves italiens) tout comme, sans surprise, les temps libres, mais surtout le temps partagé entre les visiteurs, hébergés sur le même site.
First ranked answer to Fifth question
OUTPUT 7
CP4 STUDENTS SURVEY After C2 and C3 Short-term exchanges
Results were published in the second progress report we have had to make for the National Erasmus+ Agency.
Data can be downloaded from here (pdf file)


Exercices given to pupils during the mobilities are published in the reports online.
OUTPUT 7
I - Teachers think students
have good feeling 
more tolerance and curiosity  80%
less relay in first impressions  80%
make efforts in learning and accepting other people habits, traditions... 70%
II - Teachers think students have a great experience  with
interesting meetings 100%
made friendship 100%
think on versatile themes..  90%
Do students to become
more self confident 80%
... and to practise a better English ! 75%

CP7 FINAL EVALUATIONS  (STUDENTS and TEACHERS SURVEY)

FEELINGS REVIEW (FOR PUPILS ONLY)
 more tolerance and curiosity  70%
less relay in first impressions  70%
make efforts in learning and accepting other people habits, traditions... 50%
interesting meetings 80%
made friendship 75%
think on versatile themes..  85%
become more self confident 80%
... and to practise a better English ! 75%


Les progrès dénotés par les professeurs sont moins évidents aux yeux des élèves dont certains ont tendance à croire qu'ils n'ont aucun préjugé et n'avaient pas d'efforts particuliers à fournir pour faire preuve de tolérance et de curiosité

     indicateurs d'organisation mesurant :

    OR1 la qualité de la définition des buts assignés à tous les partenaires (objectifs généraux, objectifs opérationnels et projet global)

    OR2 la connaissance des objectifs par les divers partenaires (professeurs, agents, élèves, familles, etc.)

    OR3 l'efficacité des règles de sélections des candidats aux mobilités

    OR4 la précision des critères d'organisation de groupes de méthodes

    OR5 l'efficacité de la concertation des professeurs

    OR6 le soutien obtenu de la Vie Scolaire et de la Direction

    OR7 l'utilisation du CDI et la coopération avec la documentaliste

    Les bémols concernant l'orgnisation de la mise en oeuvre ne portent pas sur la coordination global mais plutôt sur des difficultés internes et parfois ponctuelles qu'il est in fine logique d'avoir renoncterées sur les trois ans d'activité

FIRST ISSUE / FOR TEACHERS ONLY: Organization
OR1 the quality of the definition of the goals assigned to all partners (general objectives, operational objectives and overall project) - OR2 knowledge of objectives by the various partners (teachers, agents, students, families, etc.) - OR3 the effectiveness of the rules of selection of candidates for mobility - OR4 the precision of organization criteria for groups of methods - OR5 the effectiveness of the consultation of the professors - OR6 support obtained from School Life and Management - OR7 use of the library and cooperation with the documentalist


    Indicateurs de cohérence en
    résultats et localisation de progrès potentiels :

    C1 développement de la pensée logique chez les élèves

    C2 progrès de la maîtrise de l'expression orale et écrite

    C3 accroissement des capacités de travail personnel et de l'autonomie

    C4 succès aux examens

    C5 degré de réduction des décrochages

    Indicateur de dynamique

    D attachement à l'établissement
    des élèves, des familles, des professeurs et
    des anciens élèves

    THIRD ISSUE FOR PUPILS AND FOURTH ISSUE FOR TEACHERS IN SUSTAINABILITY
    PAGE


SECOND ISSUE FOR ALL PARTICIPANTS: Pedagogy

Indicators of consistency in results and location of potential progress: C1 development of logical thinking in students - C2 progress in fluency in oral and written expression - C3 increase in personal work capacity and autonomyC4 exam success - C5 degree of reduction of stalls / Dynamic indicator: D attachment to the institution from students, families, teachers and alumni

 

Les indicateurs C1 à C5 relèvent de l'évaluation classiquement opérée par les enseignants. Il s'est agi de mesurer des progrès pouvant faire partie des effets/impacts     



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