The mascil comprehensive evaluation aims to provide us with answers to the questions: What is/was the project impact? Were project goal achieved? The evaluation also serves to point out critical issues involved in implementation measures aimed at making inquiry-based learning (IBL) more widespread and to broadly connect mathematics and science education to the world of work (WoW).
The mascil evaluation is twofold. The summative evaluation focuses on the overall impact of the implementation of inquiry-based learning and the connection of mathematics and science to the WoW in day-to-day teaching. The ongoing, formative evaluation targets the implementation and dissemination processes and allows for optimisation during mascil lifetime, as well as a deeper insight into the processes, thus contributing to project sustainability and the informing of future work.
The summative evaluation focuses on teachers involved in teacher training and IBL uptake during mascil. Main objectives of this evaluation are: Evaluating IBL implementation in partner countries at national and European levels; and gathering information to determine if change takes place.
In order to accomplish these objectives, we first conducted a baseline study. With this tool, we investigated the current status of IBL and the connection of mathematics and science to the WoW in the different teaching cultures and collected data about existing approaches and implementation challenges in the partner countries. This study provides us with reliable information about the status quo at project begin (cf. http://www.mascil-project.eu/images/pdf/mascilD102FinalVersion.pdf). We will be able to use its results to help ascertain changes that occur during and after mascil interventions.
Our pre-post study collects project-related data from the perspectives of 50 - 100 teachers per mascil partner country.
The objective of the formative evaluation along the course of the project is to provide particular insight into: the professional development (PD) process; the impact of the PD courses; the dissemination process; the impact of the dissemination actions during project lifetime; and factors that either support or hinder the widespread uptake of inquiry-based learning and making connections to the WoW.
Read the report about the evaluation results: Report about the formative and the summative evaluation of the project
Interviews with teachers from Bulgaria as part of the formative evaluation
Teachers in these videos are a perfect example of mascil multipliers who act as members of a research team thanks to their genuine interest in IBL, and specifically - to the PD courses within the project. They were interviewed in connection with the mascil evaluation and case study concept and the videos now provide fruitful insights into these interviews. The focus is on the evaluation of mascil and the PD of the teacher.
Teacher A shares how she has developed a mascil scenario connecting mathematics with art and WoW. Teacher B discusses how a traditional math problem was made by her students a part of a bigger project which was then presented as a play or movie, demonstrating the acquirement of various competences.
Both teachers share their experience in stimulating their students to act as discoverers and initiators of topics of their own interest.