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The March Project

The M.A.R.C.H. Project intellectual outputs

The State of the Art in Science Education. Results of MARCH Empirical Studies

The Pilots Educational Toolkit

Report. Defininga good practice in STEM education within a framework of M.A.R.CH project

Make science Real in schools. Recommendations from MARCH Network

Is science a land of equal opportunities

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Profile: khedidja Hamani

khedidja Hamani

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khedidja

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2026 m. January 23 d.

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Who does the evaluation? Students, teachers or both?

The evaluation is done by both the teacher and the students.

Assessment by the teacher

The teacher evaluates:

Team functioning (ability to cope, behavior, order, cleanliness, organization, quietness) and this is done by observing the teams during the laboratory exercise
Theoretical knowledge and this is done with one or more questions addressed to each team during the laboratory exercise
Practical skills and this is done by observing students while they are working
The answers to the team worksheet, which is completed by the secretary of the team and delivered to the teacher

Evaluation by students

Each student evaluates himself (self-evaluation) and the other members of the team with regard to:

their ability to cooperate within the team
the level of participation and contribution to the final product

Is evaluation individual or collective?

In applying the team-cooperative teaching, a multi-evaluation model is proposed which provides:

student’s individual evaluation
team evaluation

Team Evaluation

Students deliver their evaluations to the secretary, who extracts the average for each student and a final average for the whole team and hand them over to the teacher.

Ηow will the evaluation be made?

Written exams
Incompatibility between evaluation methodology and laboratory activities
Performing similar or the same laboratory exercise
Difficult to apply to everyday school practice, expensive and time-consuming
No evaluation
Degrades the matter

Anything done at school serves some pedagogical objectives and therefore needs to be evaluated.

Team Composition

1. How many students will form a team?

The number of children in each group is dictated mainly by the objectives, the nature of the educational process and the logistics infrastructure
Surveys have shown that the best number is 4 students
A group of 3 usually ends up in a pair that cooperates closely, leaving out the 3rd person of the team
In a group of 3 people there are 3 communication paths, in a group of 4 there are 6
In groups of 5 and over, the number of communication paths increases, but there is a problem in involving all students

2. By what criteria will the teams be formed?

Students are divided into 4, equivalent to each other, but internally heterogeneous groups, based on 4 criteria:

sociogram
performance
sex
nationality

__________ (+) Positive selection

—————- (-) Negative selection

Sociogram of a class with 13 students

Work Distribution

Are there specific students’ working methods within the team?

The jigsaw method, which is translated in Greek as a content-sharing method, consists of dividing content and targets into smaller pieces. Each student has to be prepared for one of these pieces and teach it to the other members of his team. Many suggest that this method is used to teach natural sciences because it has the following advantages:

The student investigates a topic in depth and specializes in it
The student learns by teaching his classmates as an “expert”
Dialogue and discussion among team members creates a favorable learning environment (social constructivism)

Summary of Steps

The teacher works as follows:

Stage A: Introductory preparation

Collects the sociogram data
Divides students into teams based on the sociogram data
Defines the roles of team members

Stage B: Informing students:

Gives the necessary in his/her opinion information about his/her reasoning on the composition of the teams with as much discretion as possible
Informs of the team members’ duties and responsibilities
Notifies of how to evaluate

Stage C: Exercise:

Supervises the smooth running of teams while working
Answers to questions asked by the team coordinator
Approaches teams and asks questions
Observes, notes and evaluates the good functioning of the teams

Do students or teachers define roles?

The teacher is the one who assigns the specific roles to the members of the team.

So, students develop skills related to the specific roles
If students were to choose the roles on their own, then each would choose the one which he/she found easier and the possibility to approach any other would be lost

The roles change rotationally and each time each member of the team takes on a new role. What are these roles and what are the tasks arising from them?

For teams in the science lab it is proposed that the following roles are defined:

The team coordinator’s tasks are:

Distributing the material for study that corresponds to each member of the team
Taking care of the overall coordination of the group i.e. the sequence of students’ involvement in the process
Ensuring that everything is on schedule
Collecting the group’s questions and issuing them to the teacher and in general, he/she is the communication channel between the team and the teacher

The specialist’s in handling instruments and devices tasks are:

Participating in the team of experts (one from each team) in which the teacher teaches the handling of devices such as the pH meter or the assembly of the titration layout
Teaching his/her classmates what he/she has learned and helping them when needed

The secretary’s duties are:

Making the necessary calculations
Completing the worksheet and deliver it to the teacher
Gathering the evaluation from the team’s internal evaluation, extracting the averages and delivering the result of the evaluation to the teacher

The formulator’s tasks are:

Ensuring that there are the necessary instruments and reagents on the laboratory bench
Caring for the cleanliness and order on the lab bench
Responsibility for delivering the instruments and devices in good condition after the end of the laboratory exercise

Resources

https://blogs.shu.ac.uk/shutel/2014/10/06/problem-based-learning-an-approach-to-teaching-and-learning/

https://www.asee.org/public/conferences/8/…/download

http://files.eric.ed.gov/fulltext/ED563985.pdf

https://globaldigitalcitizen.org/12-strategies-teaching-critical-thinking-skills

https://www.teachthought.com/project-based-learning/11-tools-for-better-project-based-learning/

http://www.aishe.org/readings/2005-2/chapter16.pdf

https://content.wisestep.com/problem-based-learning-pbl-advantages-disadvantages/

http://jason-booth.blogspot.gr/2013/02/what-are-strengths-and-weaknesses-of.html

http://integratingtech301.pbworks.com/w/page/20021591/PBL%20Strengths%20and%20Weaknesses%20%28CMJ%29

https://www.york.ac.uk/law/undergraduate/3-year-llb/pbl/

http://www.vln.school.nz/discussion/view/975754

http://www.vln.school.nz/discussion/view/956543

10 Advices for Personalized Teaching via Technology

Give guidance through multiple types of Media
Find and use direct feedback on learners’ conclusion
Provide learners options
Automate basic-skills method
Use independent work skills
Design a Weekly “must do” list
Pre-test learners’ experience before each lesson
Be flexible when the program goes wrong
Let learners manage
Share the work of designing various lessons

Important student benefits derive from PBL

Problem-based learning needs active student learning as opposed to traditional passive learning approaches. The significant student benefits derive from PBL are:

An alternative and pleasant way to learn
Students learn from other student difficulties
Can be used to deal with individual and work-related circumstances
Expertise (by students) with a given subject matter is not needed.
Efficient way to enhance student participation
Challenges the beliefs of students about problem-solving & learning
Complements other learning methods
Students learn from their backgrounds (self-awareness)
Adaptable to the knowledge and expertise of a given teacher
Relieves the monotony of class speeches
Student-centered
Can join in detailed or general problem-solving conversations
Students are encouraged to use various thinking skills
Includes outcome-based learning
Students receive prompt feedback
A simple and exciting process to learn
Develops the disciplinary breadth and depth of a topic
Students create more responsibility for their education
A detailed or complicated way to increase the knowledge of several aspects
Offers to lifelong learning
Emphasis on critical thinking
An interactive learning method

Productive and critical thinking skills are the skills, which can sometimes be used correspondently in the definition. In fact, they have various constructs because they modify in effect of human actions. Also one of the today’s demands is that people should approach everyday obstacles by using both skills. So, one of the efficient tools for development of creativity and critical thinking skills proposed is problem-based learning settings in classrooms.

Critical and Creative Thinking Skills

Creative thinking can be defined as the complete set of cognitive actions used by people according to a specific object, problem and circumstance, or a type of effort toward a particular issue and the difficulty based on the capacity of the people. They try to apply their creativity, knowledge, insight, and ideas when they meet to such situations. Furthermore, they try to recommend a real and modern design, make various data, solve the problem with the advice of exploring and discovering new applications whereby each understands his/her knowledge deficits. Also, each individual tries to connect this gap while getting new perspectives by looking at the problem from many aspects with the help of making proper connections and taking opportunities based on their insights to produce alternative answers approaching the obstacle or circumstance with great patience and confidence.

Creative thinking is related to critical thinking and problem-solving. There are three dimensions of productive thinking as synthesising, articulation and imagination having the following qualities

Synthesising: This dimension includes various activities such as getting benefit from analogous thinking, deducing original result from small parts, presenting novel and authentic suggestions to the solution of the problem.

Articulation: It involves forming the old and new knowledge or expanding the current knowledge with the help of the new one, constructing unusual relationship to produce authentic solutions and making thoughts concrete with the help of imagination and use of the materials.
Imagination: This dimension is consisted of constructing relationship between valid and reliable thoughts, presenting flexible ways of thought with the help of imagination, to come up with different insights during idea producing process.

Based on the dimensions of the creative thinking, its general features can be summarized as the following.

The theory that only specific characters of people can be productive is demanded thanks to educational developments because creative thinking is not only based on art-based activities such as dance, music, drama, etc., as previously considered. In recent years, creativity has been recognized as common capability that it can be applied in everyday situations. It is interpreted as ability of human intelligence instead of a subject. Sternberg defines creativity as an imaginative action fashioned so as to produce outcomes which are both original and of value.

Furthermore, innovation is necessary rather than originality meaning that “someone’s opinion does not have to remark thinking that has never been considered before by anyone”. This thinking should be unique for that person, not necessarily for society as a whole. According to a set of abilities, creative thinking is different from analytical and practical thinking. Choices and critical evaluations, though, are made by participants and observers as a part of creative process.

Methods for teaching critical thinking skills in each lesson and subject:

Begin with a Question

That is the most accessible foray into critical thinking. What do you need to search and talk? It shouldn’t be a question that you can answer with a ‘yes’ or a ‘no.’ You need to produce essential issues here. Those are issues that motivate a quest for knowledge and problem-solving.

Create a Foundation

Learners can’t think critically if they do not have the information they need. Start any critical thinking test with a display of relevant data. That assures they can recall data pertinent to the problem. These may stem from things similar: reading tasks and other homework past activities or critical thinking practices a video or text. Use the above procedure of questioning to assure students are up to steam

Advice the Classics

Famous literary works claim challenging stories and extensive characterization. They are an excellent launch pad for critical thinking. Apply them to specific exercises on character motivation, design forecasts, and issue.

4. Creating a Country

How does one design a country from scratch? That could be an excellent project-based learning scenario. It needs satisfactory research to find what really “makes” a country. In that process, learners discover history, geography, politics, and more.

International communication theory

Leave this responsibility open-ended over a several of days or weeks so they can really dig deep.

Use Information Fluency

Section of critical thinking is to understand when to attempt and when to remove data. Learners need to learn to gather the proper knowledge to notify that thought. Receiving the appropriate value of knowledge is essential to our students’ progress in school and life. It’s about learning how to dig through information to find the most helpful and relevant facts for solving a problem. Critical thinking is very produced in the method of Information Fluency. Need help teaching the process? Learn about it in the free Information Fluency QuickStart Guide.

6. Use Peer Groups

Digital kids grow in environments where critical thinking skills produce through teamwork and collaboration. Show children their peers are a great source of knowledge, questions, and problem-solving techniques.

Try One Sentence

Try this practice: make groups of 8-10 learners. Tell each learner to write one sentence explaining a problem on a piece of paper. The student then gives the paper to the next student. The next student will add their conclusion to the next level in a single sentence. This time, though, that student closes the paper down to hide their sentence. Now only their sentence is visible.

Each time they pass, learners can only see one sentence. They must keep adding the following step of their conclusion. That shows them to home in on a particular second in time. They learn to critically use their experience and logic to explaining themselves as clearly as possible.

Creative and Critical Thinking Skills in Instructional Design

So far, the meanings and characteristics of both critical and creative thinking abilities are defined. What can be said about their role in instructional designs concerning typical parts of an instructional design process?

Instructional practices regarded as learning forms including many parts in the means of supporting learning actions. Learning methods and educational theories are the recommended frames in instructional practice. Instructional methods give the framework for developing work in the productive learning environments. An instructional design process has several dimensions as explained in the following Table A.

It begins with the analysis of target learners to arrange the needs of them. Then, context is explained to be able to select particular instructional approach, process and technique. Measurable objectives settled by considering outcome of learner and the context analysis. By using these purposes, instructional strategies are developed to improve the learners’ analytical thinking.

Nevertheless, if the purpose is to encourage the learners to improve their creative thinking skills, the instructional strategy should be selected from the set of presentation, problem-based learning or role-playing activities. If it is to help them develop critical thinking skills, the instructional should be used from the collection of questioning, problem-based learning or discussion actions. Following the delivery of instruction, evaluation methods of purposes might also be one of the developmental assessment techniques so that not only produce but also prepare itself might be assessed. According to Table A, it can be highlighted that problem-based learning method can be blended into instructional strategy order to encourage both critical and creative thinking skills.

Table A.

Instructional design	Dimensions	Reason
Learner Analysis	Creative thinking abilities (various answers approaching different problems)	To define the needs for which instructions is the solution
Learner Analysis	Critical thinking skills	To define the needs for which instructions is the solution
Context Analysis	Designed teaching and training environment in school spirit	To select instructional strategy, method and technique
Organization of Instructional Objectives	As consisted of learner and context study	To address measurable aims for target instruction by considering learner and the context
Development of instructional Strategy	Creative thinking skills (brainstorming, problem-solving, case study, project, PBL, demonstration, role-playing	Thought development & analytical thinking
Development of instructional Strategy
Implementation Process	Instructional delivery in the classroom environment
Assessment Techniques	Formative by performance assessment or authentic	Multiple thinking & solution, looking at problem from different perspectives encourage higher order thinking skills

CHECKLIST

*Does the project meet the below criteria?*	Yes (☒)	No –	Comments
*Essential knowledge, understanding, and success abilities* The project concentrated on teaching learners’ fundamental knowledge and understanding acquired from standards, and success techniques including critical thinking/problem solving, cooperation, and self-administration.
*Challenging problem or topic* The project focused on a significant problem to solve or a topic, at the suitable level of difficulty for learners, which is operationalized by an open-ended, engaging driving question.
*Supported questioning* This project includes an operating, in-depth method over time, in which learners create questions, find and use sources, ask extra points, and promote their answers.
*Authenticity* The project has a real-world context, uses original arrangements, tools, and quality criteria, makes a real result, and connected to learners’ interests, and characters.
*Learner choice* The project empowers learners to make some choices about the outcomes they create, the way they work, and how they use their knowledge, guided by the teacher.
*Reflection* The project gives chances for learners to reflect on what and how they are receiving, and on the project’s purpose and implementation.
*Analysis & improvement* The project introduces methods for learners to give and receive feedback on their work, to develop their ideas and outcomes or conduct more questioning.
*Public outcome* The project needs learners to show what they learn by producing a product that provided or offered to people beyond the classroom.

What are the essential steps in designing a PBL project?

Articulate the learning outcomes of the project. What do you want students to understand or be able to do as a result of engaging in the assignment?
Create the problem. Ideally, this will be a real-world circumstance that resembles something students may meet in their future careers or lives. Cases are often the basis of PBL activities.
Establish ground rules at the beginning to prepare students to work efficiently in groups.
Introduce students to group processes and do some warm up exercises to allow them to practice assessing both their own work and that of their peers.
Suppose having students take on different roles or divide up the work up amongst themselves. Alternatively, the project might require students to examine various perspectives, such as those of government officials, local business owners, etc.
Establish how you will evaluate and assess the assignment.

Why use problem-based learning?

A well-design PBL project gives students with the chance to improve abilities related to:

Working in teams.
Managing projects and keeping leadership roles.
Oral and written communication.
Self-awareness and evaluation of group processes.
Working independently.
Critical thinking and analysis.
Explaining concepts.
Self-directed learning.
Applying course content to real-world examples.
Researching and information literacy.
Problem solving across disciplines.

Resources:

How Do You Use a Bridge Map?

How Do You Use a Multi Flow Map?

How Do You Use a Flow Map?

How Do You Use a Brace Map?

How Do You Use a Double Bubble Map?

How Do You Use a Tree Map?

How Do You Use a Bubble Map?

How Do You Use a Circle Map?

Thinking Maps With David Wolff. Brace Maps.

Bridge Map

Flow Map

The purpose of a Flow Map is to practice sequencing skills through stages of an event, ordering information, and steps in a process. A Flow Map can be created horizontally or vertically. Hylerle and Yeager (2007) show “A Flow Map can also be used to show comparisons or degrees. The order of numbers, arranged from smallest to largest, can also be shown in a Flow Map” (p.56). The most common uses for a Flow Map are science, problem solving, and historic events and timelines. Flow Maps are known to increase the non-linguistic representation of their ideas (Hylerle & Yeager, 2007, p.56).

The Tree Map

The three map is used for classifying and grouping. This map is used to sort things or ideas, categories or gro

ups. New categories can also be created. There are many sites on the web that can give guidance as to the many uses of how to use the tree map.

These are some examples of how some grade levels used the tree map for different subjects.

Brace Map

The purpose of a Brace Map is to evaluate the parts of a topic. This is conducted through identifying the relationship of the concept as a whole. Hylerle and Yeager (2007) explain “The Brace Map must be used with concrete objects in order to identify the physical parts of the whole object” (p.50). Most of the time Brace Maps are used with nouns (unless when used in math like the picture above). Using Brace Maps in math allows students to visualize the place value of a number. Brace Maps can be used for vocabulary development to break down the word.

Double Bubble

What are the similar and different qualities of these things?

What qualities of each thing correspond to one another?

In what way?

Use a Double Bubble map to compare and contrast for example the games of team handball and floor hockey. The Double Bubble examines similar and different qualities.

Circle Map

Circle Maps are tools used to help define a thing or idea. It is used to brainstorm ideas and for showing prior knowledge about a topic. In the centre of the circle, use words, numbers, pictures, or any other sign or symbol to represent the object, person, or idea you are trying to understand or define. In the outside circle, write or draw any information that puts this thing in context. Thinking Map software makes it easy to create a Circle Map. There is no limit to the number of items a student can add to his circle. Students can also create a Circle Map using Kid Pix. Beginning writers can stamp images in the circle.

How thinking maps valuable for teachers.

The Thinking Maps are a common visual language based on FUNDAMENTAL COGNITIVE PROCESS that is transferable across disciplines and among grade levels. Administrators, parents, teachers and students use this toolkit to facilitate content learning, reading comprehension, decision-making, problem-solving, written and verbal communication and knowledge creation. Used together as a language, whole schools apply these graphically and cognitively consistent, flexible tools to support students’ continuous cognitive development through their entire schooling career and to promote the development of a collaborative professional learning community.

How thinking maps is valuable for students.

Student Successes with Thinking Maps presents eight powerful visual models that boost all learners’ metacognitive and critical thinking skills. Thinking Maps also shows how as this methodology serve as valuable assessment tools. This learning methodology helps students to:

– Organize thoughts

– Examine relationships

– Enhance reasoning skills

– Create connections between subjects

– Engage with content

The visual nature of Thinking Maps helps level the playing field and is ideal for inclusive settings. Additionally, educators have found that using Thinking Maps for professional development can improve teacher performance, build leadership skills, and raise students’ scores on high-stakes tests. If your goal is to transform your school’s culture, Thinking Maps will put you on the road to success.

The main purpose using visual maps in learning process

For students:

Mind maps are using, because it helps easier to brainstorm and explore any idea, concept or to solve problem.
Mind map is using to work individually and in group, when group is brainstorming new ideas and to group them;
Also it helps to understand relationships and connections between different ideas and concepts.
Mind maps helps to remember the information and main ideas of topics. It can be used to summarize discussions or create a to-do list.
Also it is very popular way to make notes and to organize ideas and concepts.
Break down complex problems and idea into simpler and easy to follow fractals
Present information in a creative and easy to follow format

Mind mapping helps students to understand and absorb information. Research shows that the use of mind maps increases critical thinking and memory skills, particularly for students who are visual learners.

Mind mapping is a beneficial learning tool to help students brainstorm any topic and think creatively. Mind maps are particularly helpful in the writing process and provide students with a natural way of thinking and building thoughts on a story plot or theme.

For teachers:

In our data-saturated society, the ability to handle large amounts of complex information is extremely important. Visual mapping enables you to manipulate ideas and concepts with great ease and flexibility, helping you represent available information visually in a comprehensive and clear manner. Properly organizing information allows you to easily understand and evaluate existing knowledge and opens the door for effective application of your knowledge. Although the benefits listed in the diagram below focus on teaching and learning, they span far beyond education and include uses in business, meetings, project management, and problem solving.

Mind maps also provide teachers with insight into their students’ thought process regarding a specific topic. By asking students to create mind maps demonstrating their comprehension of a concept, teachers are able to understand what a student’s prior knowledge was and how well the student understands the assignment or the material being taught. This is a very effective way of evaluating students’ understanding.

It is commonly thinking maps used in presentations, critical thinking, brainstorming, decision making and project management.

The steps creating of Mind Map

To create mind map you need very simple things: sheet of paper, coloured pen and pencils, your minds and creativity. The best way to create good mind map is to use different colour for each branch, to use key words and key fraises, use emblems and try to make mind maps attractive.

Resources. Mapping programs.

Many free and proprietary visual mapping programs are available. The most popular free visual mapping programs are XMind, FreeMind, Mind42, and CmapTools. They offer robust feature menus and are compatible with other mapping programs. The most popular propriety programs are Mindjet MindManager, iMindMap, Comapping, MindMapper, and NovaMind. Note that most propriety programs offer a free, 30-day trial period, and often provide reduced purchase prices and special semester-long trial arrangement for teachers and students. For a compilation of all major visual mapping programs, resources, and galleries, visit http://pearltrees.com/conciselearning/1424071.

Coggle

Platforms: Web, Chrome. Very simple mind map tool. Coggle saves your work in the browser just as well. You can get Coggle in 3 version: – Free, Awesome, and Organization. The free version allows you to create unlimited maps, so it should be good enough for your needs. The commercial versions come with features like presentation modes and unlimited private mind maps.

Imindq

Platforms: Windows, Mac, iOS, Android, online – free.

iMindQ Online is a web application that offers an extraordinary collaborative experience through the use of interactive HTML mind maps, which can be opened, edited and saved within any browser. This gives freedom to team members to respond and share their ideas especially if they do not have the software installed. Brainstorm, organize and present ideas with just one click and save your work on the world’s most popular cloud storage services: Google Drive, OneDrive, DropBox, Box & Yandex.Disk.

Mindmaple

Platforms: Windows, Mac, iOS

Mindmaple has free version and commercial version. This mind map tool allows use of pictures and clip-art. Select any topic on your mind map and use the Clip Art library to add appropriate graphics.

NovaMind

Platforms: cross platform. You can find free version. NovaMind starts introducing the basic concepts. A demo mind map is built as the tutorial progresses. The application has a useful layout engine that helps you design quickly as the topics are not allowed to overlap on top of each other. A unique user-friendly “dial” holds all the mind mapping commands.

WiseMapping

Web. Free online application. Not necessary to log in, but in that case, your mind map do not be saved. Easy-to-use drag’n drop interface.

Embed mind maps on any website or blog.

Collaborate on maps with friends or co-workers.

Download and save maps as images, PDF document, or FreeMind file.

Import and export mind map files from FreeMind.

More examples of Mind maps: www.biggerplate.com

Essay

Essays require students to choose, adapt and combine material on a given topic. They also test writing skill and the ability to develop an argument and use evidence to defend it. Essays may vary from a single page to larger assignments of ten pages.

PROS	CONS
Helps students to develop writing skills	May not sample a wide range of content
Can reveal errors in understanding or misconceptions	Questions may not be well thought out
Takes less time to set than short form questions such as multiple choice	Hand written responses may be graded on factors other than the content, such as legibility
Requiring students to write can improve understanding of a topic	Time consuming to grade
Helps students to develop information literacy skills	Consistency in assigning marks is difficult to maintain
	Subjectivity may affect fair grading

Example:

Compare summative and formative assessment concerning assessing higher order learning as defined by Bloom’s taxonomy for the cognitive domain.

Performance test

Performance tests include either a hands-on activity, such as using a microscope or exercising an evolution of butterfly, historical event or the development of products, such as developing a building design or a software package.

PROS	CONS
Encourages students to take ownership of the learning process	May be time consuming to set, present and assess
Replicates real world conditions or contexts	Can be difficult to determine assessment criteria
Students have the opportunity to demonstrate mastery of what they have learned	Can prompt performance anxiety in students
Can assess a range of skills or outcomes including generic skills	May require additional resources
Allows for a variety of tasks	Makes comparison between students difficult since the products may be very different
Encourages active learning	Subjectivity may affect fair grading

Hints for using performance evaluation:

Ensure that the task is associated with unit aims.
Choose tasks which can be completed within the time frame.
Check that any special material needed are accessible for all students.
Make sure that students have the acquaintance and skills required to carry out the task.
Specify the task and its requirements precisely in writing. Allow time in class for discussion and interpretation.
Provide clear criteria for evaluation when the task is set. Consider including students in choosing on the criteria.
Ask students to provide progress reports or to submit material at multiple intervals before the final submission time.
Check on student progress frequently and have contingency plans if something goes wrong.
If possible include others in the assessment process (e.g. another teacher, peers or the participants themselves).

Written report

The report is a common way of showing information and recommendation or outcomes related to a specific purpose. Reports are often used as evaluation task because well-developed report writing skills are essential in many professional contexts. Reports are written based on collecting and analysing information using a discipline-specific methodology and format. They can be used to assess laboratory, field work or case studies.

PROS	CONS
Replicates real world activity	May encourage students to fabricate data to make the report ‘look good’
Marking for grading using a template is relatively fast	Inconsistent marking between multiple markers can arise
Gives students practice in writing using a standard format	Can prompt performance anxiety in students
Can assess generic skills such as information and computer literacy	Marks allocated may not reflect time and effort needed to complete the task
Allows for a range topics and foci	Producing a report as an assessment task may not align with the intended learning outcomes
May encourage reflection and problem solving	Subjectivity may affect fair grading

Hints for using written reports:

Be clear about how marks are designated to any section of the report.
Define indications according to the learning objectives which the task is evaluating.
State clearly what the report composition is, include examples of good and poor reports.
Tell students whether and how language (grammar, spelling, punctuation) will be evaluated.
Keep the number of the reports required in a semester to a rational number and meet the percentage of overall marks to the effort required to produce a good quality report.
Teach students useful report writing skills before using the report as an assessment task.

Project

Projects are an extensive piece of work involving inquiry-based activities. A project may be small or large, undertaken by one person or groups and have outcomes such as a report, artwork, working product etc.

PROS	CONS
Allows for greater student involvement in and responsibility for learning	May be time consuming to develop and mark
Assesses in-context student learning	Can be difficult to determine assessment criteria
Encourages initiative, independence and problem solving	Subjectivity may affect fair grading
Can assess a wide range of skills or outcomes including generic skills particularly time and task management	May require additional resources
Provides an opportunity to showcase skills and achievements	Makes comparison between students difficult since the projects may be very different
Is comprehensive, multidimensional and flexible	Allows students to explore a topic in depth

Hints for using projects:

Provide clear guidelines for evaluation when the task is set. Consider including students while choosing the criteria.
Ask students to provide progress reports or to submit material at different periods before the final submission date.
Check on student progress frequently and have contingency plans if something goes wrong.
If possible include others in the assessment process (e.g. another teacher, peers or the participants themselves).

Presentation

Presentations are usually made verbally to a class on a prepared subject and may include the use of presentation tools such as PowerPoint handouts or audio-visuals. This evaluation method may be undertaken individually or as a group. Presentations may take different forms such as a role plays, promoting group activities, debating, introducing a product, question and answer session, and formal speeches.

PROS	CONS
Can assess a range of skills or outcomes including generic skills	Can be very time consuming of limited class meetings
Marking using criteria is relatively fast and reliable	Subjectivity may affect fair grading
Allows for immediate feedback to the student	Can prompt performance anxiety in students
Allows for a variety of topics	Provides an opportunity to display argument and originality

Hints for using presentation tasks:

Design and use an evaluation proforma with weightings for each aspect of the presentation.
Inform students about the demands and criteria.
Set lowest and maximum time limits for each presentation.
For group presentations, use work out beforehand what is anticipated of each group member and how the points will be distributed among group members.
In group presentations, include some evaluation of the working of the group as well as of the presentation.
Give to students opportunities to develop and practice oral skills.

Poster

A poster is a visual illustration of a topic or the outcomes of learning activity. They can use different means, including online technology, and can be produced individually or in groups.

PROS	CONS
Provides an opportunity to display creativity and originality	Can focus unduly on presentation rather than content or understanding
Can assess a range of skills or outcomes including generic skills	May require additional resources
Marking using criteria is relatively fast and reliable	Makes comparison between students difficult since the posters may be very different
Allows for a variety of topics	Subjectivity may affect fair grading
Has potential for peer assessment
Encourages active learning

Hints for using poster presentations:

Ensure that the task is clearly related to unit goals.
Check that any special resources or materials needed are available to all students.
Make sure that students have the knowledge and skills needed to carry out the task.
Describe the task and its requirements clearly in writing. Allow time in class for discussion and clarification.
Provide clear criteria for assessment when the task is set. Consider involving students in deciding on the criteria.
If the task is large, require students to provide progress reports or to submit material at various intervals before the final submission date.
Check on student progress regularly and have contingency plans if something goes wrong.
If possible involve others in the assessment process (e.g. another instructor, peers or the participants themselves)

Journal

Journals (also called learning logs or learning diaries) are written by students over a period of time, such as a semester, in order to record and reflect on their personal learning experiences and outcomes. They provide an opportunity for students to express their feelings, thoughts and beliefs about the content and process of learning and themselves as learners using an informal writing style and structure.

PROS	CONS
Allows for greater student involvement in and responsibility for learning	May be time consuming to develop and assess
Encourages self-assessment and reflection	Can be difficult to determine assessment criteria
Provides valuable insight into student feelings, thoughts and beliefs	Subjectivity may affect fair grading
Is comprehensive, multidimensional and flexible	Requires time to establish the required high-trust, low risk environment
Encourages regular and extended writing	May raise issues of privacy and confidentiality
Students may resist undertaking regular writing and fabricate or sanitise journal entries

Hints for using journals:

Describe the task and its requirements clearly in writing. Allow time in class for discussion and clarification.
Allow class time for journal writing.
Suggest areas for students to focus on, possibly using guide questions or statements.
Provide frequent feedback, especially in the early stages.
Consider keeping a journal yourself and share entries with your students.
Acknowledge the value of student comments by responding to journal items.
Take time to establish a high-trust low-risk learning environment.
Provide examples of journal entries.

Portfolio

A portfolio is “a purposeful collection of student work that exhibits the student’s efforts, progress and achievements in on or more areas. The collection must include student participation in selecting contents, the criteria for judging merit and evidence of student self-reflection” (Paulson, Paulson & Meyer, 1991, p60)

PROS	CONS
Allows for greater student involvement in and responsibility for learning	May be time consuming to develop and assess
Assesses in-context student learning	Can be difficult to determine assessment criteria
Encourages self-assessment and reflection	Subjectivity may affect fair grading
Can assess a range of skills or outcomes including generic skills	May require additional resources
Provides an opportunity to showcase skills and achievements	Makes comparison between students difficult since the portfolios may be very different
Comprehensive, multidimensional and flexible

Hints for using portfolios:

Describe the task and its requirements clearly in writing. Allow time in class for discussion and clarification.
Provide examples of completed portfolios.
Involve students in selecting portfolio items.
Include compulsory items which show student learning activities, self-reflection and self-evaluation.
Use portfolios for different functions at different times of the year.
Ensure that the length of a portfolio is the equivalent of a written assignment you would normally set, such as an essay or report.
Provide clear criteria for assessment when the task is set. Consider involving students in deciding on the criteria.
Require students to provide progress reports or to submit material at various intervals before the final submission date.
Check on student progress regularly and have contingency plans if something goes wrong.
If possible involve others in the assessment process (e.g. another instructor, peers or the participants themselves).

“Innovative teacher-motivated student: collaborative problem solving” examples

Journey in time – the river Sidabra in the past at the Present in the Future

We explore the water

The diet study

Gis & Me

The road to the movement

Let´s know our plants and trees with QR codes

Electronic components: capacitors

My dream city

Studying symmetry

Angular Momentum in Sports

Global education

Saving water, protecting life

PH level

Artificial intelligence

Paper

Natural colors for dyeing of fabrics and yarns

eNature

4S method

ONLINE COURSE DEVELOPERS

Ugdymo plėtotės centras, Vilnius, Lithuania
EPIMORFOTIKI KILKIS, Kilkis, Greece
CREF EDUCATION (Centro de Recursos Educativos e Formação), Sesimbra, Portugal, Portugal
DIDE KILKIS, Greece
Centro Autonomico de Formacion e innovacion, Santiago de Compostela, Spain
Amsterdam University, Netherlands