| Processes/products to evaluate |
Indicators of achievement |
Evaluation method |
Evaluation schedule |
| Adhesion of parents (and of their associations), further to the mediation, to the essential principles of a plurilngual and intercultural approach, as they are expressed in the plural approaches according to the ECML long term vision |
Elements of representation concerning languages and cultures and their diversity and the role of synergy in the teaching-learning of languages. |
Interviews and questionnaires, studying the issues of the associations |
2014 |
| Involvement of the parents who speak other languages in the education process and in the orientation of the performed work. |
Quantitative importance and nature of the common work which is shared with the teachers, accordance of the contents of this work with the principles of the plural approaches. |
Experience accounts, observation |
2014 |
| Adjustment of the information materials (see C4-b – 1) to the audience and to the intervention conditions. |
Comprehension of the discourse which is built by these materials, interest shown by the audience. |
Intervention accounts by the participants, filled-in questionnaires by the targeted audience + some interviews and observations. |
2014 |
| Effort of setting up national/regional networks intended to keep up with the project work. |
Number of networks, composition des réseaux, level of involvement of participants. |
Census of the networks and of the participants, activity reports, interviews with the members of the project network. |
2014 |