EXAMPLES

1. Four review scores:

Why do we evaluate and what do we want to know?
- Assessment in Youth Work and Youth Work Programmes:

Why?
The primary purpose of the evaluation is to determine whether an activity,
program, or policy is producing overall results or creating positive change.

This information may be important for a number of reasons, including

measuring impact, justifying the investment of resources, or developing and
improving operations in the future.

What?
The success of an activity/event is influenced by various factors; Team
environment and dynamics, goals and objectives, public attitudes, various
presentations, accommodation, etc. A goal is "something that is measurable and
observable (i.e. why we need to achieve our goal).

Setting goals and objectives in the beginning and using them as a basis for
evaluating performance can be beneficial to the evaluation process.

Learning outcomes
When do we do it and who participates? How does this affect his work and what
are the results of this activity? Which methods work and which don't? What
will you change in upcoming courses?

All of these are important to consider when assessing learning outcomes, and
they are also guided by your goals and objectives and the overall outcome you
hope to achieve.

Practical details and resources

How did the participants feel about the practicality and logistics of the activity?
Are the resources adequate and how have they been used?
This information is an important addition to the evaluation of results and can be
used to determine whether the organization of the activity or its location, etc., is
effective and appropriate.

Teamwork and Partnership

Also, for those organizational activities, this physical evaluation helps in
assessing what is working well and what is not among the stakeholders/partners.
Work. performance and what each individual/organization can bring to the
performance of the organization and its activities.

Who?
Assessment information can be used in different ways by different people and
organizations (stakeholders) involved in an activity.

In youth action, for example, stakeholders can range from the European
Commission, national authorities, and national bodies to trainers, participants,
and the community. Local Community.

Example of using evaluation information:

• To measure the impact and consequences of an event/activity.
• Help develop and improve the quality of future events/activities.
• To justify the investment resources program.
• Provide participants with an example of evaluation in action.

So it is important to try to collect the necessary data, reliable and useful for
every evaluation participant.

When?
There are specific points throughout the life of an activity where evaluation is
important to consider.

2. Online Language Support (OLS):

Online Language Support (OLS) is designed to help Erasmus and European
Solidarity participants improve their knowledge of the languages in which they
will work, study, work, or volunteer abroad so they can make the most of their
experience. Since a lack of language skills is one of the main barriers to youth
participation in education, training, and mobility opportunities in Europe, OLS
makes language assistance flexible active, and accessible. It also contributes to
a specific goal of the Erasmus program, which is to promote language learning
and language diversity.

Who can benefit:

OLS is currently available to participants in the following Erasmus+ and
European Solidarity Core regions.
- Higher education,
- European Solidarity Corps,
- Vocational Education and Training (VET),
- Adult education (including staff from all sectors of education and training
and youth),
- schools,
- Youth.

How does this work?

By taking an OLS language assessment while travelling abroad, Erasmus and
European Solidarity participants can determine their level of proficiency in the
language they will use to study, work, or volunteer and gain access to an
individualized language learning path.

Pre-departure assessment is a prerequisite for higher education students who

will be travelling for 14 days or more to ensure that they reach the
recommended level in the organization. Upon their return, participants can take
a final assessment, allowing them to measure the progress they have made
during their time abroad.

3. European Commission’s standard quality assessment:

The European Commission establishes standard quality assessment forms and
uses them in all Program Countries to ensure consistent evaluation of
applications in the Program Countries.

Award Criteria:
Each of the following award criteria is derived from several factors that
professionals must take into account when analyzing an application. These
factors form an exhaustive list of points to look for before awarding a score for
a given criterion.

The table below shows the range of scores based on the maximum score for
individual quality parameters that can be awarded the relevant award criteria.

To pass selection for funding under the Erasmus+ program, a national agency
must submit an application to

- Obtain at least 60 marks in aggregate, and

 - Achieve at least half of the maximum marks for each award criteria

General Principles of Erasmus Quality Assessment

Consolidated assessment is the final evaluation of an application. This means
that in the case of applications for grants, the consolidated assessment forms the
basis for ranking the application in the list of eligible grant applications. In the
case of applications for accreditation, it determines whether the applicant will
receive accreditation.

Proportionality: To ensure that the Erasmus+ program fully reaches its

objectives, experts will assess the qualitative level of planned activities, goals,
impact, and project outcomes proportionately with respect to the size and profile
of applicant organisations.

Cost-efficiency: Experts may decide that certain units should not be considered
in the application, even for projects deserving of high-quality scoring. They can
therefore propose a reduction in these units, which will result in the
determination of a reduction in the grant given by the NA.

[Link]:
The Erasmus Skills Project has created a self-assessment tool for participants to
check what they have qualified for.

Visiting Erasmus is a great way for young people to learn more about
themselves and develop their personal skills so that they can become more
equipped to engage in a global society. However, students do not always
manage to voice the skills acquired through their mobility.

The Erasmus Skills Project provides innovative tools to help Erasmus students
enhance and accept the soft skills and competencies they have gained thanks to
their mobility experience.

Various tools help students both before, during, and after their mobility
experience, and university teachers and practitioners help students learn more
about how Erasmus students support more conscious soft skills acquisition.

How does this work?

Participants will be asked to fill out the same test before their mobility and after
the mobility. Once they fill out both surveys, they will be able to see how their
Erasmus Mobility has changed them by testing their skills in terms of
intercultural competencies, planning and time management competencies, and
flexibility.

This will help them reflect on what their Erasmus exchange has brought to
them, and it will give them suggestions on how they can translate this into their
CV and job interview.

5. World Cafe Workshop:

Create a welcoming and inclusive cafe environment where attendees feel
comfortable and develop new ideas. Moderators should define a topic, which
can be general or specific depending on the composition/age/priority of the
group.

- Design thinking and idea development enhances creativity.

- Learn to combine ideas in a larger group to achieve the goal
- The collective intelligence of the participants, and to understand and learn
from many perspectives.
- It involves creating a discussion where creativity and innovation are
applied to develop entrepreneurial movements. At the heart of this
dynamic is research and innovation on the subject, not problem-solving.

Guidance:
- Moderators welcome and introduce participants to the Café's
entrepreneurial process and discussion topics.
- Table room can accommodate 46 people (accommodation of 35 guests).
- Moderator asks volunteers to organize the table.
- Table organizers must ensure an open and friendly environment:
- They ensure that everyone participates equally.
- The presenter remains at their table during all discussions while
guests depart from table to table at regular intervals.
- The presenter should take notes to inform future discussions.
- They welcome newcomers and summarize key ideas from the
previous round.
 - The moderator shows questions and topics, for example: on the screen or
flipchart.
- Participants move from table to table in groups. Set a time limit for
moderators.
- Discuss and mark the end of each round have ringtones.
- In addition to speaking and listening, individuals can write or draw on
paper tablecloths.
- Or tag the next group to provide details about previous chats.
- At the end of each term, the host will sum up the main results of their
table.
- Insights can be grouped so that relationships between ideas can be seen.
- The number of terms must equal the number of goals.
- Allows all participants to chat.
- After the table discussion, moderators have a total of 10 minutes to
summarize the results.
- The moderator then explains what will happen to the results, including
grouping the ideas and insight, and further analysis.
- Results can be saved by capturing images and text.

Reflection in the learning community: The cafe format aims to encourage a

wide range of conversations in which ideas are developed while key points are
drawn out cumulatively process.

Tips for facilitators:

● Give participants a brief summary of the cause of the event and its goals.
● Provide an environment in which their creativity and creation of a
business idea will take place.
● Encourage don't move groups around too quickly!
● Familiarize participants with the rules
- Focus on what matters
- Contribute thoughtfully
- Speak from your heart and soul
- Listen together to understand, gain insight and ask deeper
questions
- Linking and coordinating ideas.
6. Personality test:
([Link]
fbclid=IwAR0rKKHLecpR6I37_3gnTUwNcOvnAkSs4r4TqNMtI799i8eUQYb
R4G1sDcU)

In this test, decisions are abstracted from participants’ work! In other words,
the results of the test are affected if they answer the questions with their
occupation in mind. Job responsibilities and interests should remain outside
the test. Consequently, participants should imagine themself in a situation
where they are free to be themselves.

Choose the one that is more characteristic of you!

● You are almost never late for your meetings.

Yes No
● You like active and fast-paced work.
Yes No
● You enjoy/would enjoy having many friends.
Yes No
● When making decisions, you prefer to rely on emotions rather than
logical observations.
Yes No
● You are usually the first to react to an unexpected event (phone
ringing, unexpected question).
Yes No
● I am more interested in the idea itself than the details of its
implementation.
Yes No
● You are usually impartial, even if this jeopardizes your good
relations with people.
Yes No
● Strict adherence to accepted rules rarely leads to good results.
Yes No
● It's hard to get you excited.
Yes No
● Taking responsibility is natural for you.
Yes No
● You often think about humanity and its fate.
Yes No
● According to your belief, the best decision is one that can be easily
 changed.
Yes No
● Objective criticism is always useful in any activity.
Yes No
● You rely on your experience rather than on theoretical alternatives.
Yes No
● I am not interested in theoretical things.
Yes No
● You trust your mind more than your feelings.
Yes No
● Instead of careful planning, you rely on improvisation.
Yes No
● You prefer to spend your free time with an active social life, e.g.
parties, shopping.
Yes No
● You usually plan your actions in advance.
Yes No
● Your actions are often influenced by emotions.
Yes No
● We can say that you are your own person, you are distant in your
communication.
Yes No
● You know how to spend your every minute usefully.
Yes No
● You enjoy being at the center of events in which other people are
directly involved.
Yes No
● You like to help people without reciprocating.
Yes No
● You often ponder the complexities of life.
Yes No
● After a longer social life, you feel the need to retreat and be by
yourself.
Yes No
● You often rush through your work.
Yes No
● You can easily notice the general rule/regularity hidden behind
individual phenomena.
Yes No
● You can often and easily express your emotions.
Yes No
● You find it difficult to speak out loud.
 Yes No
● You find reading theoretical books boring.
Yes No
● You empathize with others easily.
Yes No
● You value justice more than mercy.
Yes No
● At a new workplace, you quickly get involved in the social life there.
Yes No
● The more people you talk to, the better you feel.
Yes No
● I'm more interested in the execution than the idea itself
Yes No
● You like to follow the development of things.
Yes No
● You easily identify with other people's problems.
Yes No
● You often prefer reading books to going out to have fun.
Yes No
● You try to avoid obligations.
Yes No
● It touches you deeply when you hear about other people's
problems.
Yes No
● Instead of following established methods, he prefers to experiment.
Yes No
● Deadlines seem relative to you rather than absolute.
Yes No
● You are usually more concerned with the happenings of the present
than your future plans.
Yes No
● You like to block out the noises of the outside world.
Yes No
● It is essential that you try things with your own hands.
Yes No
● You think that everything can be analyzed.
Yes No
● You do everything to complete your task on time.
Yes No
● You like to put things in order.
Yes No
● At social gatherings, you usually talk to many people, even
 strangers.
Yes No
● You can control your desires and temptations.
Yes No
● You easily grasp new theoretical rules.
Yes No
● In a room, you are closer to the walls than to the center of the
room.
Yes No
● You try to follow your principles firmly.
Yes No
● The desire for adventure is close to your heart.
Yes No
● You are more comfortable in small groups than among many
people.
Yes No
● Finding a solution is more important than the solution itself.
Yes No
● You find it difficult to talk about your feelings.
Yes No
● In a situation, you focus more on the given facts than on the
possible consequences.
Yes No
● You think the scientific approach is the best.
Yes No
● You often think about how things could be made even better.
Yes No
● In problem-solving, you prefer to follow your usual method rather
than looking for a new approach.
Yes No
● You prefer to spend your free time relaxing alone or in a relaxed
family atmosphere.
Yes No
● You feel safer if you stick to the usual ways/methods.
Yes No
● They are easily influenced by strong emotions.
Yes No
● You are always looking for opportunities.
Yes No
● You like solitary walks.
Yes No
● You communicate easily in social situations.
 Yes No
● You follow your habits consistently.
Yes No
● You voluntarily participate in things that elicit your compassion.
Yes No
● You can easily see the many possible outcomes of an event.
Yes No
● Your decisions are determined by your momentary emotions rather
than careful planning.
Yes No

Gender: Man Female

Results:

_ _ _ _

% % % %

7. THE 5-MINUTE PERSONALITY TEST:

([Link]
THE_5_MINUTE_PERSONALITY_TEST.pdf)
Below is ten horizontal lines with four words on each line, one in each column.
In each line, put the number “4” next to the word that best describes you in that
line; a “3” next to the word that describes you next best; a “2” to the next best
word, and a “1” by the word that least describes you.

On each horizontal line of words, you will then have one “4”, one “3”, one “2”,
and one “1”. For example, One choice for the first line of words would be as
follows: 3 Likes Authority, 4 Enthusiastic, 2 Sensitive Feelings, 1 Likes
Instructions

L O G B
1. __Likes Authority __Enthusiastic __Sensitive Feelings __Likes Instructions
2. __Takes Charge __Takes Risks __Loyal __Accurate
3. __Determined __Visionary __Calm, Even Keel __Consistent
4. __Enterprising __Very Verbal __Enjoys Routine __Predictable
5. __Competitive __Promoter __Dislikes Change __Practical
6. __Problem Solver __Enjoys Popularity __Gives In To Others __Factual
7. __Productive __Fun-Loving __Avoids Confrontations __Conscientious
8. __Bold __Likes Variety __Sympathetic __Perfectionist
9. __Decision Maker __Spontaneous __Nurturing __Detail-
Oriented 10. __Persistent __Inspirational __Peacemaker
__Analytical

TOTAL “L” TOTAL “O” TOTAL “G” TOTAL

“B”
Total up the numbers for each vertical column (L, O, G, B).

Now that you’ve taken the survey, what does it all mean? Each letter (L, O, G,
B) stands for a particular personality type. The column with the highest score is
your dominant personality type, while the column with the second highest
number is your sub-dominant type. While you are a combination of all four
personality types, the two types with the highest scores reveal the most accurate
picture of your natural inclinations, strengths and weaknesses, and how you will
naturally respond in most situations.

The four personality types can be likened to animals to make them easier to
understand and remember. Below are complete descriptions of each one.

L = Lions
Lions are leaders. They are usually the bosses at work…or at least they think
they are! They are decisive, bottom-line folks who are observers, not watchers
or listeners. They love to solve problems. They are usually individualists who
love to seek new adventures and opportunities. Lions are very confident and
self-reliant. In a group setting, if no one else instantly takes charge, the Lion
will. Unfortunately, if they don’t learn how to tone down their aggressiveness,
their natural dominating traits can cause problems with others. Most
entrepreneurs are strong lions, or at least have a lot of lions in them.

Natural Strengths Natural Weaknesses

• Decisive • Impatient
• Goal-oriented • Blunt
• Achievement driven • Poor listener
• Gets results • Impulsive
• Independent • Demanding
• Risk-taker • May view projects more important than people
• Takes charge • Can be insensitive to the feelings of others
• Takes initiative • May “run over” others who are slower to act or speak
• Self-starter • Fears inactivity, relaxation
• Persistent • Quickly bored by routine or mechanics
• Efficient
• Competitive
• Enjoys challenges, variety and change
• Driven to complete projects quickly and effectively.

Basic Disposition: Fast-paced, task-oriented.

Motivated by: Results; challenge, action, power, and credit for the
achievement.
Time Management: Lions focus on NOW instead of the distant future. They
get a lot more done in a lot less time than their peers. Hate wasting time; and
like to get right to the point.
Communication Style: Great at initiating communication; not good at listening
(one-way communicator)
Decision Making: Impulsive; makes quick decisions with a goal or end result
in mind. Results-focused. Needs very few facts to make a decision.
In Pressure or Tense Situations: The lion takes command and becomes
autocratic.
Greatest Needs: The lion needs to see results, experience variety, and face new
challenges. He needs to solve problems and wants direct answers.
What the Lion Desires: Freedom, authority, variety, difficult assignments, and
an opportunity for advancement.

O = Otters
Otters are excitable, fun-seeking, cheerleader types who love to talk! They’re
great at motivating others and need to be in an environment where they can talk
and vote on major decisions. The otters’ outgoing nature makes them great
networkers—they usually know a lot of people who know a lot of people. They
can be very loving and encouraging unless under pressure when they tend to use
their verbal skills to attack. They have a strong desire to be liked and enjoy
being the center of attention. They are often very attentive to style, clothes, and
flash. Otters are the life of any party; most people really enjoy being around
them.

Natural Strengths Natural Weaknesses

• Enthusiastic • Unrealistic
• Optimistic • Not detail-oriented
• Good Communicator • Disorganized
• Emotional and Passionate • Impulsive
• Motivational and Inspirational • Listens to feelings above logic
• Outgoing • Reactive
• Personal • Can be too talkative
• Dramatic • Excitable
• Fun-loving

Basic Disposition: Fast-paced. People-oriented.

Motivated by: Recognition and approval of others.
Time Management: Otters focus on the future and have a tendency to rush to
the next exciting thing.
Communication Style: Enthusiastic and stimulating, often one-way; but can
inspire and motivate others.
Decision Making: Intuitive and fast. Makes lots of “right calls” and lots of
wrong ones.
In Pressure or Tense Situations: The otter ATTACKS. Can be more
concerned about their popularity than about achieving tangible results.
Greatest Needs: The otter needs social activities and recognition; activities that
are fun, and freedom from details.
What the Otter Desires: Prestige, friendly relationships, opportunity to help
and motivate others, and opportunities to verbally share their ideas.

G = Golden Retrievers
One word describes these people: LOYAL. They’re so loyal, in fact, that they
can absorb the most emotional pain and punishment in a relationship and still
stay committed. They are great listeners, incredibly empathetic, and warm
encouragers. However, they tend to be such pleasers that they can have great
difficulty being assertive in a situation or relationship when it’s needed.

Natural Strengths Natural Weaknesses

• Patient • Indecisive
• Easy-going • Over-accommodating
• Team player • May sacrifice results for the sake of harmony
• Stable • Slow to initiate
• Empathetic • Avoids confrontation even when needed
• Compassionate • Tends to hold grudges and remember hurts
inflicted by others
• Sensitive to feelings of others • Fears change
• Tremendously loyal
• Puts people above projects
• Dependable
• Reliable
• Supportive
• Agreeable

Basic Disposition: Slow-paced, people-oriented.

Motivated by: Desire for good relationships and appreciation of others.
Time Management: Golden Retrievers focus on the present and devote lots of
time to helping others and building relationships.
Communication Style: Two-way communicator; great listener and provides an
empathetic response.
Decision Making: Makes decisions more slowly, wants input from others and
often yields to the input.
In Pressure or Tense Situations: The Golden Retriever gives in to the
opinions, ideas, and wishes of others. Often too tolerant.
Greatest Needs: The Golden Retriever needs security; gradual change and time
to adjust to it; an environment free of conflict.
Desires: Quality relationships; security; consistent known environment; a
relaxed and friendly environment; freedom to work at own pace.

B = Beavers
Beavers have a strong need to do things right and by the book. In fact, they are
the kind of people who actually read instruction manuals. They are great at
providing quality control in an office, and will provide quality control in any
situation or field that demands accuracy, such as accounting, engineering, etc.
Because rules, consistency, and high standards are so important to beavers, they
are often frustrated with others who do not share these same characteristics.
Their strong need for maintaining high (and oftentimes unrealistic) standards
can short-circuit their ability to express warmth in a relationship.

Natural Strengths Natural Weaknesses

• Accurate • Too hard on self
• Analytical • Too critical of others
• Detail-oriented • Perfectionist
• Thoroughness • Overly cautious
• Industrious • Won’t make decisions without “all” the facts
• Orderly • Too picky
• Methodical and exhaustive • Overly sensitive
• High standards
• Intuitive
• Controlled

Basic Disposition: Slow-paced, task-oriented.

Motivated by: The desire to be right and maintain quality.
Time Management: Beavers tend to work slowly to make sure they are
accurate.
Communication Style: Beavers are good listeners, communicate details, and
are usually diplomatic.
Decision Making: Avoids making decisions; needs lots of information before
they will make a decision
In Pressure or Tense Situations: The beaver tries to avoid pressure or tense
situations. They can ignore deadlines.
Greatest Needs: The beaver needs security, gradual change and time to adjust
to it.
What the Beaver Desires: Clearly defined tasks, stability, security, low risk,
and tasks that require precision and planning.
Reference:
Retrieved online from: [Link]/Psychology/5minute_personality_test.doc
Originally developed by Smalley and Trent, 1999. The Two Sides of Love,
Gary Smalley, and John Trent, 1999, Tyndale House Publishers, Carol Stream,
Illinois

8. HIGH-STAKES TEST

A high-stakes test is used to make important decisions about students, teachers,

and schools often for accountability purposes, i.e. federal, state, or local
government and school agencies, administrators work to ensure that students are
enrolled in effective schools and taught by effective teachers. In general, "high
stakes" means that test results are used for punitive purposes (eg, puns, less
money, negative publicity), praise (resolutions, etc.), rewards, public functions,
and active promotion (graduation, etc.).

High vs low stock:

The "low stake test" will be used to measure academic achievement, identify
learning problems, or inform instructional adjustments, among other purposes.
What separates a high bet test from a low bet test is not its form (how the test is
designed) but its function (how the results are used). For example, if a test result
were used to determine something important, such as whether or not a student
graduated from high school, that test would be considered a higher rate test,
whether it was a multiple choice test. Whether it is an oral test or a written test.
Tests with low rates often have no public importance or consequences – results
often matter more to teachers or students than anyone else.

Although the high stake test comes in many forms and can be used for a variety
of purposes, the following section provides a brief overview of some
representative applications of the high-stake test:

For example, an increasing number of states require students to pass a reading

test in order to progress from third to fourth grade, while others require students
to pass the test in order to graduate from high school.
Teachers: Test results may be used to assess a teacher's professional
performance or to determine professional compensation. For example, in recent
years, an increasing number of school reformers, elected officials, and
policymakers have demanded teachers' salaries (including bonuses) as well as
other decisions. Other determinations of hiring, firing, and tenure decisions
depend in part on a student's test scores.

Schools: Test results can be used to trigger punitive action against schools,
including negative public ratings, staff replacement, or even closure. For
example, some federal and state policies require the use of test results to enforce
different consequences, such as firing or firing some or all administrators and
teachers. Force the school to pay for services and transportation costs.
Additionally, among other metrics, standardized test scores are increasingly
used in various states and in independent efforts to assign scores to schools.

Improvement: As a school improvement mechanism, the use of assessment is

often motivated by the belief that the promise of reward or the threat of
punishment will motivate and encourage teachers to improve. Improve
academic achievement, instructional effectiveness, and student achievement. It
is proposed that by adding rewards and punishments to test scores, students,
teachers, and school administrators take the test seriously, make personal or
organizational changes, and make the necessary effort to improve results.

9. Personality Test:
([Link]
BCQmuABz0NtwZMXIcAqcS4eb_EPHjgffgeF4oB7NoVlk4ME)

The personality Test is by far the most scientifically validated and reliable
psychological model to measure personality.

Instructions
This personality test contains 120 statements. There is no time limit. Most
people take about 15 minutes.
Try not to use the 'Neutral' option too often.
Describe yourself as you generally are now, not as you wish to be in the future.
Describe yourself, as you honestly see yourself, in relation to other people of
the same sex and of roughly the same age. Your spontaneous answer is usually
the most accurate.

For each statement choose the response that best represents your opinion:

-- Strongly If you strongly disagree or if the statement is

Disagree definitely false.

- Disagree If you disagree or if the statement is mostly false.

-/+ Neutral If you are neutral about the statement, if you cannot
decide, or if the statement is about equally true and
false.

+ Agree If you agree or if the statement is mostly true.

++ Strongly Agree If you strongly agree or if the statement is definitely

true.

10. Career aptitude test:

Based on a characterization of personality in terms of Holland Code personality
types, participants will learn what kind of work environments and occupations
suit them best. The results of this career assessment test provide them with a list
of professions and occupations that fit their career personality and will guide
them on their career path.

Career test instructions

It takes five to ten minutes to complete this free career test. Participants will see
fifteen sets of four pictures that show specific work activities. Participants must
choose only one work activity that appeals to them the most and one that
appeals to them the least.
- Do not choose a work activity based on the status or money associated
with it.
- Do not make choices based on gender or race. Just imagine performing
the task shown and decide.
- Must choose a like and dislike for each set.