27 Il sostegno della Commissione europea alla produzione di questa pubblicazione non costituisce un'approvazione del contenuto, che riflette esclusivamente il punto di vista degli autori, e la Commissione non può essere ritenuta responsabile per l'uso che può essere fatto delle informazioni ivi contenute. Convenzione di sovvenzione: 2020-1-DE03-KA226-SCH-093410 Phase 5. Evaluating Even though evaluation appears as a last fase, it does not occur only at the end. It is rather a continuous process, incorporated at different stages since we: first evaluate the design and first prototype of the lesson/course conduct a formative evaluation of the instruction, while the lesson/course is running. For this, we can gather data from the LMS and tools integrated (e.g., what the students view, post, etc.), we can conduct short interviews with the students or use exit tickets at the end of a synchronous sessions (students submit an evaluation before exiting the teleconferencing). conduct a cumulative/summative evaluation of the instruction when it is completed. For this, a reflective practice is an additional procedure that is highly recommended for the DOCENTE, to measure the degree of success of the instructional intervention. Evaluation provides important data for revision of the instruction as needed. To evaluate the application of technology in instruction, we can refer to the Digital Competence of Educators (DigCompEdu) Framework. This framework allows us to assess the digital skills of educators by reflecting on six (6) areas that fall into three (3) general categories (Fig. 1):
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