Self (and) Peer Assessment (towards) Revolutionary Education

"The context in which the project was implemented involved schools that had already collaborated in previous partnerships and therefore knew each other. The Spanish had joined the partnership as newcomers. Each partner had a project team coordinated by a manager and each of them was part of a steering commettee, that is a group of coordinators who took care of the communication, management and internal organization actions in their own countries.The partnership was very strong, perhaps thanks to the fact that it was composed of people who already knew each other and who knew how to work together, but also because the topic was very much felt by all the partners, especially by primary school colleagues, who experimented for the first time the methodology of the debate with younger students.The objectives of the project have been completely achieved.- Criteria for evaluating key competences were discussed and applied, also through a constant comparison of the different evaluation strategies- The importance of language skills was also emphasized to facilitate the entry of young people into the world of work- Through the new methodologies, students have been able to develop one of the most important skills, that of active and conscious citizenship, also thanks to the attitudes and strategies learned during the application of the debate.- The teachers have improved and understood new strategies for teaching through the methodology of the debate and the comparison with their colleagues, through peer evaluation at home, and among foreign colleagues, through peer evaluation abroad.The activities were carried out both abroad and in their own countries, always in a coordinated manner, also using eTwinning and Skype.The activities were carried out through a timeline that marked the importance of the production flow of results as output, but also as input for subsequent activities.- first of all the preparatory activities were carried out in each partner country (constitution of the project team and selection of the participating students, first dissemination activities to make the project known)- then in Italy a course was organized on peer - evaluation and on the methodology of the debate: foreign teachers and Italian teachers and students from the two partner schools took part in this course. The course was basic in order to be able to apply the methodology in each school. The course was supported by an online module on Edmodo, a platform shared by all participants.- At Liceo Banfi, the school coordinator of the project, a 20-hour English course was organized for students and teachers for the preparation of the activities related to the methodology. The course, held by the experts of the wedebate.org network, saw the participation of the 12 students participating in the project and of the 4 teachers, plus the project coordinator person, the DSGA (the school administrative manager), who also participated in a course for debate evaluators.- in all the schools of the partnership CLUBs of the debaters have been created and, in the individual realities, the clubs have participated in the activities promoted within their own countries. Italy has participated in the regional phases for the selection of the national phases of the debate olympics.Indeed, at the end of the project, the Vimercatiadi, that is the Vimercate olympics of the debate, were organized.- the peer-evaluation activities were carried out through the constant evaluation of the teachers, using the method already implemented in Croatia and in Cyprus, which was totally adopted.- The student exchange in Cyprus underlined the importance of the friendly debate race: competitions were organized between teams belonging to the same grade of school and field visits, in addition to the peer evaluation among teachers, during the lessons.-The international meetings organized in Varazdin, in Barcelona and in Italy, were important for several reasons:a) the first meeting was of great importance because it allowed the teams to meet and discuss the different activities to be carried outb) the second meeting in Barcelona was useful to take stock of the situation, verify the strengths and weaknesses of the project,c) the last meeting was to disseminate and end the project.The results obtained were:1. the construction of a project site2. the realization of a blended course3. the writing of the guidelines for peer evaluation4. the realization of the ""European Week of Debate"" event in CyprusThe impact mainly concerned the increase in the motivation and interest of the students and the creation of the clubs, the teachers’ ability to compare and work in teams.Sustainability has seen the approval of an adult KA2 project on the debate. The objectives of the project have been completely achieved."