Combining the Resources

1) The descriptors should be consulted first, before setting goals or collecting evidence or reflection. These descriptors are a set of competences to identify what we call the “Telecollaboratively Effective Person” (TEP). They should be understood as an ‘ideal’ in the sense that they outline different features (divided into knowledge, skills, and attitudes) of the telecollaboratively effective person. These descriptors are not set out in any sort of hierarchy as far as their importance is concerned or the order in which the competences should be assimilated. The descriptors are not intended as a ‘check-list’ to be used linearly.

 

2) The descriptors are proposed as a guide for each individual to set goals for development of TEP competences. Teachers and students will be able to customize their goals in the ePortfolio interactive platform. The goals are selected according to contextualized learning needs and online exchanges (e.g. short-term exchanges would not include many goals).

 

3) Collect evidence of progress (see samples of collected evidence (1 & 2) that are linked to the goals and then reflection (see point 4). Linking evidence to specific goals can be done in the ePortfolio interactive platform.

 

4) Personal reflection on own progress, taking into consideration set goals and evidence. We have provided some guiding questions for reflection.

 

5) Evaluation through teacher feedback and/or evaluation grid (sample grid). The descriptors can be used to set the 'highest' level in the evaluation grid (e.g. exemplary level) since the descriptors are considered 'ideal' portrayals of TEP behaviour. The other levels (e.g. beginner, threshold) are written by the teacher or student according to the beginning level of the learner(s).

 

All of the samples provided aim to show how the evaluation resources can be used in a contextualised situation of online exchange.

 

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