O2: Creation of Evaluation Framework

This output involves the Co-Creation and development of an Evaluation/Quality Framework that can be used as an internal (Self) and External (Inspection) Framework to evaluate the quality of Blended Teaching and Learning in Schools. In preparation for this output, a rapid review of existing teacher competence frameworks was conducted to examine how the principles of blended intercultural learning are supported and embedded within these frameworks (See, for example, Roulston and Hunter 2020). The following frameworks were evaluated, UNESCO ICT CFT: DigCompEdu; ISTE Standards for Teachers (ISTE-ST) Framework; iNACOL Blended Learning Teacher Competency Framework). It was found that although of extremely high quality (some of which were in part developed by REBEL partners) what was limiting related to that of evaluation criteria/competency standards that can be used by school staff and inspectors to ascertain the quality of teaching and learning as it relates to blended learning environments. There was also less emphasis on the educators and learners’ pedagogical competencies in the context of the project’s focus on teacher and learner social and cognitive presence in blended learning environments. To ascertain feedback on this review and by association, the central importance of creating evaluation/quality frameworks for Blended Teaching and Learning, the results were presented at (1) The Eurasian Educational Research Conference and (2) The Unesco Rcep Teaching and Learning Conference (See, for example, the following link: http://bit.do/fKycN). Thus the genesis for and preparation of this output. As such, this output aims to explore and create a practitioner Evaluation/Quality Framework that can be used to internally or externally evaluate the quality of Leadership, Teaching and Learning in blended learning environments.

Elements of Innovation

This is the first time that an evaluation framework of this kind for blended learning is co-creation with inspectors, teachers, school leaders and parents. The main objectives of this framework are:

  • to lay a set of methodological and theoretical foundations for evaluating and leading blended teaching and learning that will result in improving integration/academic achievements of all students at the school
  • to identify a set of indicators for evaluating the actual state of play in a school with regard to blended learning practices
  • to establish a set of diagnostic indicators for school leaders and teachers to prevent integration problems and poor academic performance of students in blended learning
    environments.
  • to define a set of competencies for school leaders and teachers to deal with these issues and, if appropriate, to better identify potential problems and compatibility profiles
  • to establish a set of patterns for designing specific action plans and activities to lead teaching and learning in blended learning environments.
  • to identify a set of assessing indicators for measuring the effectiveness of the leadership, teaching activities and strategies carried out.
Expected Impact and Transferability Potential

It is expected that the REBEL Evaluation Framework can be used by all schools in the partner countries to evaluate the extent to which blended learning practices are embedded in school life. The Framework will be developed as an instrument for schools own self-reflection on understandings and implementation of Blended Learning. The Framework will be co-created and constructed based on insights from the REBEL Case Studies, prior preparation and planning for the project (See Austin and Hunter, 2020, Roulston et al. 2020); Interviews with (Inspectors, School Leaders, Parents, Students and Teachers). The Framework will also be suitable for all levels of school Teaching and leadership and will be available online for easy and sustainable use and access