Evaluation chart for project competences
This evaluation model is based on the interdisciplinary learning and development goals set by the Flemish Ministry of Education and the competence model developed by Guy Tilkin (Alden Biesen Educational Centre, Bilzen, Belgium), starting from the following assumption: a competence = the ability to make a synthesis of what a student knows, what she or he is capable of (skills) and his or her attitude towards the learning process. Using this assessment model, students are rewarded for their attitude to learning as seen at the end of a learning process. This final assessment is an integration of knowledge (what does the student know? what can the student reproduce?), skills (what is the student capable of?) and  attitude to learning (does the student want to learn?).

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Name of the mobility student *
Name of the receiving school supervisor/mentor *
Start of the mobility period *
MM
/
DD
/
YYYY
End of the mobility period *
MM
/
DD
/
YYYY
Content questions
Please answer the following questions on a scale from 1 (absolutely not) to 5 (excellent job).
Communication and approachability: To what extent was the mobility student able to use appropriate communication techniques (use of the right register, forms of politeness, etc.)? *
absolutely not
did an excellent job
Communication and approachability: How did the mobility student cope with diversity (cooperation in teamwork scenarios, interaction with fellow students, etc.)? *
absolutely not
did an excellent job
Communication and approachability: To what extent did the mobility student make an effort to improve his/her language competences? *
absolutely not
did an excellent job
Creativity: To what extent did the mobility student make constructive suggestions and propose solutions? *
absolutely not
did an excellent job
Creativity: To what extent did the mobility student show initiative, open-mindedness and  flexibility? *
absolutely not
did an excellent job
Perserverance: To what extent did the mobility student show that (s)he wanted to bring the project to a successful conclusion, e.g. by showing courage, making responsible choices etc.? *
absolutely not
did an excellent job
Empathy: To what extent did the mobility student show understanding for the customs and traditions of others? Did (s)he take them into consideration at moments  when (s)he thought the reactions or behaviour of others wasn’t ”quite normal”? *
absolutely not
did an excellent job
Empathy: To what extent did the mobility student show that intercultural learning is important? *
absolutely not
did an excellent job
Aesthetic competences: To what extent did the mobility student make an effort to appreciate exhibitions, presentations,  tour(s) of the city, etc.? *
absolutely not
did an excellent job
Explorational will: To what extent did the mobility student show (s)he wanted to learn something new? Did (s)he carry out assignments (s)he would have never dared to do in the past? *
absolutely not
did an excellent job
Flexibility and the ability to bounce back: How did the mobility student handle problem situations, e.g. unexpected circumstances, tiredness, stress and difficult moments? *
absolutely not
did an excellent job
Proactive behaviour: To what extent did the mobility student take on his/her project tasks? Did (s)he show initiative and anticipation of possible difficulties? *
absolutely not
did an excellent job
Critical thinking: To what extent has the mobility student been able to see the difference between what is important and what is not? Did (s)he sometimes ask herself/himself the question “why”? *
absolutely not
did an excellent job
Media intelligence: To what extent did the mobility student show that (s)he dealt with the use of modern media in an intelligent way, e.g. in the selection and editing of pictures, videos and reports for his/her blog? *
absolutely not
did an excellent job
Open-minded and constructive attitude: To what extent did the mobility student show his/her sociable and open-minded attitude? To what extent did (s)he make contact with members of other classes? *
absolutely not
did an excellent job
Respect: tolerance, politeness, ethical reasoning: To what extent did the mobility student behave respectfully towards his/her fellow classmates and foreign students? *
absolutely not
did an excellent job
Cooperation, showing solidarity, commitment and constructive participation with respect to the common project goals: Did the mobility student show that (s)he wanted to achieve a good outcome through his/her cooperation with the others partners (host family, people at school) involved? *
absolutely not
did an excellent job
Responsibility: Was the mobility student aware of the effect of his/her opinion(s) and actions on the other participants or people involved? *
absolutely not
did an excellent job
Self-image: Do you think the mobility student knows himself/herself, has realistic self-esteem, awareness of his/her own limits and faith in his/her capacities, honesty and authenticity? *
absolutely not
did an excellent job
Sense of responsibility and self-reliance: To what extent was the mobility student able to work independently? Did (s)he ask for help at the right moment or did (s)he constantly ask for help as an easy way out? *
absolutely not
did an excellent job
Self-development: To what extent did the mobility student make use of new learning strategies opportunities to develop a European outlook (broader view, willingness to be involved in the organisation of international meetings, take part in the exchange)? *
absolutely not
did an excellent job
Meticulousness and organisational skills, eagerness to do a good job, respectfulness towards means and goals: To what extent did the mobility student show that his/her part of the project work is finished in a meticulous and professional way? *
absolutely not
did an excellent job
Final general comments: please add any other piece of information or comment to clarify your answers above?
Which recommendations do you have to improve our cooperation in the field of individual pupil mobilities?
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