Evaluation of teacher training & school pilots
Work Package 6
Lead: Aristotle University of Thessaloniki (AUTH)
Duration: Month 13 – Month 36
WP6 ensures that all training activities (WP3, WP4) and pilot implementations in schools (WP5) are systematically evaluated. Evaluation is conducted from both the teacher’s and student’s perspectives to inform improvements and develop evidence for policy recommendations.
Key objectives:
- Design teacher- and student-centred evaluation tools and methods;
- Provide data for refining training modules and piloting approaches;
- Generate insights into the effectiveness, impact, and challenges of maker-based education;
- Support evidence-based policy suggestions for educational institutions.
Key tasks include:
T6.1 Teacher-centred evaluation methodology:
Develop evaluation tools and metrics to assess teacher engagement, knowledge, attitudes, and confidence in using maker pedagogy. Includes pre- and post-training assessments, surveys, interviews, and reflective self-evaluation instruments for all three pilot courses (WP3, WP4) and school pilots (WP5).
T6.2 Student-centred evaluation methodology:
Design feedback tools for school students involved in the pilots. Includes surveys, focus groups, self-assessments, and creativity rubrics to measure skills like collaboration, innovation, and problem-solving. Will include both quantitative and qualitative indicators of impact.
T6.3 Implementing student evaluations during pilots:
Support students in documenting their learning journey (e.g. via portfolios, videos, journals) and reflecting on their experience. Gather evaluation data during and after the pilot phase across all schools. Produce individual and consolidated pilot evaluation reports.
T6.4 Synthesising findings & developing policy proposals:
Summarise all evaluation outcomes to generate lessons learned and evidence-based recommendations. Support schools and institutions in scaling successful maker education practices. Develop policy briefs to promote sustainable integration of maker pedagogy into teacher education systems.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or European Education and Culture Executive Agency (EACEA). Neither The European Union nor the granting authority can be held responsible for them.
Project: Teacher Academy maker Education