këtu - Qendra për Arsim e Kosovës

D. Assessment and school self-evaluation• Children belonging to a minority ethnic group have the chance to beassessed in their mother tongues• The school management asks feedback from the children/ parentsbelonging to minority ethnic groupsE. Partnership between school and local community• Parents belonging to minority ethnic groups receive written progressreports for their children• Member of ethnic community are invited to school for participating(planning, organising, evaluating) to intercultural events (schoolfestival for dancing, cooking, presenting minority traditions,costumes etc.)• Member of ethnic community are involved in school projectsenhancing the parents/ community participation in the school life2.5. The analytical frameThe selected good practices were not described using a complicated dataanalysis approach, but a simple one, closer to schools’ way of reflection andexpression. A simple thematic analysis was preferred in order to identifythemes, issues and dilemmas. For this purpose, the schools were advised toconsider a set of headings such as:• The focus of the practice• The origins / genesis of the practice• The main actors (public institutions, parents, students, others)• Aims and goals as perceived by a range of people• The people affected by the activity• The perceived benefits of the activity• Obstacles and challenges• Does the practice have the potential to be transferred to othersettings?• What can we learn from good practices: original ideas, methods ofexecution, forms of assessment, ways of thinking and actingpublicly, other?• Issues for future consideration / key dilemmas.14