Assessment Forms (Google forms and Twinspace polls). An analysis of student's answers and teachers' reflection
Created by Carmen María Fernández Rodríguez
Last updated by
Carmen María Fernández Rodríguez
2 weeks 6 days ago
Image by Peggy_Marco from Pixabay
GOOGLE FORM 1
Answers
Most students are 15–16 years old and most of them have been studying the target language for over a year. They study mostly in the basic or language education sectors./La mayoría del alumnado tiene entre 15 y 16 años y lleva más de un año estudiando el idioma del proyecto. Estudian principalmente en educación básica o lingüística.
Computer skills and Twinspace use: most rate their digital skills as intermediate or above average. Twinspace is used weekly or less than they would like./Habilidades y uso de tecnología: la mayoría considera tener habilidades informáticas intermedias o por encima de la media. Usan Twinspace semanalmente o menos de lo que quisieran.
Personal interests: hobbies range from tennis and volleyball to folk dance, playing instruments, puzzles, and drawing./Intereses personales: tienen hobbies muy variados: desde deportes como tenis o voleibol, hasta tocar instrumentos, bailar o hacer puzzles.
International collaboration: most students enjoyed working with other countries a lot. They found the information from peers very interesting or quite new./Colaboración internacional: la mayoría ha disfrutado mucho trabajar con otros países. Perciben la información de los compañeros como muy interesante o bastante novedosa.
Surprising topics: the topics they found most surprising were education and economy./Temas sorprendentes: los temas que más les han llamado la atención han sido la educación y la economía.
Fashion shopping habits: most important when buying clothes/Hábitos de consumo de moda: lo más importante al comprar ropa:
✔️ Quality-price ratio/Relación calidad-precio
✔️ Previous brand experience/Experiencia previa con la marca
✔️ Family recommendations/Recomendaciones familiares
❌ Brand fame and social media advertising are less important./Publicidad y redes sociales y marca/fama son menos relevantes.
Project satisfaction: average satisfaction: 3–4 out of 5, meaning the experience is positive with room for improvement./Satisfacción con el proyecto: calificación media de satisfacción: entre 3 y 4 sobre 5, lo que indica una experiencia positiva pero mejorable.
GOOGLE FORM 2
Answers
Digital tools:most students learned to use new tools like Canva or Genially./Herramientas digitales: la mayoría aprendió nuevas herramientas como Canva o Genially.
Teamwork:collaboration was appreciated, though some noted limited direct interaction./Trabajo en equipo: valoraron la colaboración, aunque algunos señalaron poca interacción directa.
Favorite task:popular topics included gender and fashion, economy, and environment./Tarea favorita: destacaron temas como género y moda, economía y medio ambiente.
Attitude to fashion:many became more aware of fashion’s impact and consumer habits./Actitud hacia la moda: varios dijeron que ahora son más conscientes del consumo y el impacto.
Fashion in Europe:seen as diverse, modern, and expressive./Moda en Europa: la ven como diversa, moderna y una forma de expresión.
Challenges:some faced time constraints or difficulty finding information./Retos: algunos mencionaron plazos ajustados o dificultad para encontrar información.
Future projects:most are eager to join again, suggesting topics like recycling or nature./Futuros proyectos: la mayoría quiere participar otra vez; proponen temas como reciclaje o naturaleza.
Teacher's assessment/evaluación del profesorado: This project has meant.../Este proyecto ha significado...
Carmen (EOi A Coruña)
This project has been a truly enriching experience for my teaching practice. It has opened up new ways of integrating culture, history, and language learning in a dynamic and creative way. Through fashion, my students have explored European identity, improved their communication skills, and developed intercultural awareness. The collaborative aspect of the project has also allowed me to experiment with more student-centred methodologies and digital tools.
Burçin Yücesan (Bursa Erkek High School)
This project has deepened my students' understanding of how fashion connects cultures and promotes shared European values. It was inspiring to see students explore their heritage, identity, and sustainability through clothing while collaborating with peers across countries. As a teacher, it reinforced the power of creative, intercultural learning in shaping open-minded, informed young Europeans.
Anna Maria Sganga Forero (Campus Leonardo da Vinci Umbertide)
Como cofundador del proyecto mi evaluación final se centra en el crecimiento, la creatividad y el compromiso de los estudiantes durante todas las etapas del proyecto.
Durante el desarrollo observé cómo los estudiantes se involucraron activamente en la exploración de la moda europea, desarrollando no solo habilidades académicas, sino también competencias transversales como el trabajo en equipo, la comunicación y la creatividad. Cada actividad permitió entender su contexto cultural y social.
Durante el desarrollo observé cómo los estudiantes se involucraron activamente en la exploración de la moda europea, desarrollando no solo habilidades académicas, sino también competencias transversales como el trabajo en equipo, la comunicación y la creatividad. Cada actividad permitió entender su contexto cultural y social.
Rosa Gloria De Artaza (Escola Oficial de Idiomas da Coruña, Galicia, Spain)
This collaborative project on European Fashion showcased student engagement and cooperation. By integrating themes of education and sustainability, the project encouraged critical reflection on the role of fashion in shaping lives across European cultures.
While differences in age and scheduling posed some challenges to building closer connections with our partners, the project remained a valuable experience in collaborative learning and, personally, helped me think out of the box.
While differences in age and scheduling posed some challenges to building closer connections with our partners, the project remained a valuable experience in collaborative learning and, personally, helped me think out of the box.
Susy Pérez (EOI Coruña)
Being questioned about what the project had added to their overall learning experience, my students highlighted a noticeable improvement of their communicative skills, the development of critical thinking abilities and their capacity to establish the connections between European fashion and gender or education.
In my teaching practice this project has served as a means of integrating socially relevant issues into the classroom, fostering collaboration and active student engagement.
In my teaching practice this project has served as a means of integrating socially relevant issues into the classroom, fostering collaboration and active student engagement.
Fulya Cesur Mert (Sehremini Anatolian High School)
Fashion reflects cultural heritage,values and history. Educational programs can use fashion to teach about different societies and time periods. My students have explored new methodologies,digital techniques,new ideas during this project. I greatly appreciated the project for many reasons: learning about other countries'culture,ideas,techniques,communication.