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Module Approach to Self-Evaluation of School Development Projects © 2000 University Salzburg Riffert&Paschon Module Approach (Module pool – Items/Statements.

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Presentation on theme: "Module Approach to Self-Evaluation of School Development Projects © 2000 University Salzburg Riffert&Paschon Module Approach (Module pool – Items/Statements."— Presentation transcript:


2 Module Approach to Self-Evaluation of School Development Projects © 2000 University Salzburg Riffert&Paschon Module Approach (Module pool – Items/Statements - Scales – Questionnaire) Self-Evaluation (Motivation, STP (Students/Teachers/Parents) Consensus) School Development (Individuality/Schoolspecificity) Multiperspectivity (Students, Teachers, Parents – School Partnership) Anonymity (Individual Persons, Single Schools) Full Data Collection (Everybody gets the Oportunity to Contribute) Analysis of Discrepances (Is[fact]-Ought[ideal]-Comparison, Strengths- Weaknesses-Profile) Aims (Definitions and Evaluation of Achievement (Interventions)) Quantitative & Qualitative Aspects (Empirical Facts) Cross Section Analysis (Flashlight Perspective) Longitudinal Analysis (Measurement of Changes) Comparison between Schools (System Level) Expert Knowledge (University – School - Family)

3 MODUL POOL –Overlaping Moduls: Students-Teachers-Parents –Single Items up to Inventories and Complete Scales –Specific Modules Level Specific Moduls (5. & 12/13. Grade) Students (for instance: Class Climate, …) Theachers (for instance: Curriculum, Advanced Training, …) Parents (for instance: Parents Organisation, P-P-Contact, …) Headmaster (for instance: Leadership, …) Graduates (School Leavers) (Retrospective Evaluation ) –Development of School Specific Items (Moduls)

4 Group of persons Module topic theory Instrument for data collection Dimensios of the MSS-Analysis-Cube

5 Students Headmasters Internat. Comparisons of Achievements Aggres- sions Feedback Leader- ship Goals of Education Interview Questionnaire Test Discussion Observation....... Former Students Parents MSS-Module Cube Teachers

6 Internat.. Comp. of Achieve- ments Teachers Parents Informa- tion Flow Head Master Visions Feedback on Teaching Questionnaire Parents Goals of Education Questionnaire 1 2 3 5 4 7 6 Teachers Students Questionnaire Test Interview Discussion Goals of Education Selection of Module Cubes

7 1. First Contact 2. Module Selection/ Pool 3. Questionnaire Student, Teachers, Parents, Head Master,... 4. Data Collection 5. Statistical Analysis & Interpretation 6. Results (Presentation) 7. Discussion 8. Intervention Implementation 9. Measurement of Changes © 2000

8 Desiderata of Research (Bunge 1967) SCIENCE true new deep/comprehensive rich (many parameters) bold precise TECHNOLOGY reliable useful efficient secure confirmed utility-cost-relation cost reducing


10 Instrument Development: Constructing a School Specific Questionnaire Preparatory work at the University – Overview of available modules – Collecting questions/catchwords – Protocols about the results of Students/Teachers/Parents- meetings Maximum version including all selected modules Reducing the modules at the university (suggestion) Extention to the school (commentaries/reductions) Revision according to the wishes of the school Involvment of the school`s development group Ping-Pong-game until the final optimum is reached Final decision concerning the optimal MSS-version Print of the questionnaire (usually: Students/Teachers/Parents each 4 pages) Data collection at the school

11 MSS-Data Feedback 2. Time in School: Result Presentation Verbal Presentation in all three groups (STP) Diagrams on CD-Rom Final Report written feed back Open Answerslists (in the appendix) Basic Data Report answers to all questions Detailed-Comparisons tabels (in appendix)

12 Example I: MSS – Data Feedback

13 mean values modal values general information amount of answers to open questions in percent valid percentages Example II: MSS-Online – Data Feedback (Final Data Report)

14 Example III: MSS – Data Feedback (Graphics)

15 Example for Class-Teacher Feedback

16 teacher`s name evaluation statements classes mean about all classes mean about all teachers subject I subject II subject II Example IV: MSS – Data Feedback (Teacher Individual Feedback)

17 Information

18 Distribution of Fear of Examinations (Students)

19 New Subjects

20 Strenghths of this School...... parents: Low number of students per class (39) Subjects that can be choosen freely (13) Cooperation (T,P,S) (6) etc.... teachers: Low number of students per class (13) Teachers (5) Equipment (3) Rural surrounding (3)







27 Strategies Do not try to work with all data at once Find those aims which show a high homogenity between the groups (STP) Find out which goals are most important/most urgent Dived the goals into long-term, middle-term and short term goals Form a few working groups (including memebrs of all three groups STP), each only dealing with one topic at once How can the realization of the goals be examined? (Self- Evaluation)

28 Modifiziertes TOTE-Modell für das MSS-Projekt Goal Evaluation Grid Goal… … important for Students&Teachers/Parents … mainly important for group … Short-term: …… Middle-term: …… Long-term: ……

29 Realisization-Check (on all levels) Degree of Obligation - Must (Obligation) - Ought (Option) - Allowed (Self-Obligation/Wish) Degree of Motivation - Want (wilingness) Kompetenzgrad - Can (potential) Reality Start level: - Old Aims - Ols Procedure(s) Vision 1 Single loop: - Old Aims - New Procedure(s) Vision 2 Double loop: - New Aim - New Procedure(s)

30 TEST 1 OPERATION TEST 2 EXIT T O T E – Approach (Miller, Galanter & Pribram 1960)


32 1. What is the Problem? (Who defines the Problem, how?) 2. Positiv formulation of the Aim and Controlability? 3. How can be observed (by the participants) that the Aim is realized? 4. Situation of Realization (where? when? what? how long?...) 5. Ecological Check (who is affectede & to what extent?) 6. Is additional Help necessary ? 7. Are there any further Obstacles? 8. Distribution of Work/Responsibilities: Who does what, together with whom, when, where, how, until when...? 9. Implementation/Realization


34 MSS Questionnaires … Online Version 2006

35 Example I: MSS-Online – Data Feedback (Screen)

36 Example II: MSS-Online – Data Feedback (Screen)

37 Example III: MSS-Online – Data Feedback (Screen)

38 Example: MSS-Online – Data Feedback (Graphic Output)

39 Example IV: MSS-Online – Data Feedback (Percetage of answers given to open questions))

40 Example V: MSS-Online – Data Feedback (list of answers to open questions)

41 Example VI: MSS-Online – Data Feedback (Grahic)

42 Example: MSS-(Written) Final Report

43 PISA & TIMSS Tasks in MSS – a further possibility (Two examples of PISA & TIMSS Tasks which could be Implemented in a MSS Evaluation)

44 TIMSS Task Example Given (see right): A cylinder with a length of 12 inches and the circumference of the circle of 4 inches. A thread is symmetrically twisted four times around the cylinder. Question: How long is the thread?

45 Solution of the Cylinder Problem: First it is necessary to have some knowledge about the surface of a cylinder: it consists of two circles and a rectangle (see rough draft at the right). The cylinder is 12 inches long (=one side of the rectangle). The circumference of the circle is 4 inches (the short side of the rectangle). Since the row is four times symmetrically wound around the cylinder we get four rectangles with the cathetuses having 4 inches and 3 inches (=12/4). Now we only have to apply the Pythagorean theorem and get the length of the long sinde of the rectangle: 4 2 + 3 2 = 25. So the length of the long side of the rectangle which is the square root of 25 namely 5 inches. Now we only have to take four times this length and receive the result: 20 inches.

46 Relative Solution Frequency of the Cylinder Problem

47 A student thinks that a plant needs minerals in order to grow. S/he puts the plant into the sun (see image and conditions). To examine this hypothesis s/he needs another flower. Which one does she have to choose? sunlight, sand, minerals and water A) dark wardrobe, sand, minerals and water B) dark wardrobe, sand and water C) sunlight and only sand D) sunlight, sand and water E) sunlight, sand and minerals (TIMSS; Baumert et al. 1997, 75)

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