Reflecting on and evaluating not just starting points but also progress, results and expected impacts are crucial in every process of change and improvement. Koinos, from its conception and methodological design through research-action, is based on an ongoing critical and reflective evaluation, the aim of which is to gather evidence of progress in, and improvement of, multilingual experiences in schools throughout the educational process that allow us to create theory from practice itself and apply these improvements at all times and within the same context.
What do we expect from evaluations?
- Strengthening and improving existing professional links between organisations, through cooperative work and reflection and joint improvement from a community perspective.
- Learning and growing together in the field of multilingualism and intercultural education, based on our own experiences and knowledge.
- Evaluating the immediate impact of learning and knowledge generated through the project, in the educational communities that have taken part in it.
- Disseminating and sharing knowledge validated through practice so that other professionals from the world of education can thrive while also enriching the educational processes in other contexts at a European level.
What will we evaluate?
The project envisages an evaluation of itself, its intellectual products and results, as well as the various training initiatives and their social and educational impact.
How do we do it?
Under this framework, koinos envisages complementary quantitative and qualitative perspectives for gathering this evidence, putting special emphasis on the tools that enable deep reflection on and improvements to educational processes. And that is why, in addition to evaluation tools, such as surveys and conceptual maps, an audio-visual compilation will be made on the process of multilingual experiences in schools, in order to co-construct a documentary on the development and growth of participants and their communities (making-of) through in-depth interviews and discussion groups.
When and where?
Given that the project is based on a community vision of education, we believe it is essential to use the entire period of the evaluation from the contexts themselves and educational realities: from the start of the project, throughout its implementation and at the end of the project.
Far from being abstract, this community education process responds to two key aspects: discovering the positive value of multilingualism and improving the processes of positive community life through such recognition and evaluation; that is why these evaluations have to be carried out by the educational communities themselves (schools, associations, libraries etc.) and based on what the educational agents themselves say.