Evaluation
Evaluation is an integral part of the Erasmus+ project "Breaking the Filter – Media Literacy for a Global Perspective" and ensures that all project activities achieve their objectives while supporting continuous improvement throughout the project's implementation.
A combination of quantitative and qualitative evaluation methods is used to monitor students' learning progress, teacher engagement, the quality of project activities, and the overall impact of the project.
Pre- and Post-Activity Assessment
Each learning activity begins with a pre-survey and ends with a post-survey, allowing the partnership to measure participants' knowledge, attitudes, and skills before and after each mobility or local activity. The collected data are analysed to evaluate learning outcomes and identify areas for further development.
Student Reflection and Satisfaction
Students regularly evaluate their learning experience through satisfaction questionnaires, self-assessment forms, and interactive feedback activities. At the end of workshops and local activities, participants share their opinions using reflection methods such as colour cards (green, yellow, and red) or Post-it notes, providing immediate feedback on the quality, relevance, and usefulness of each session.
Teacher Evaluation
Teachers complete evaluation forms after each major activity, assessing the effectiveness of the workshops, the educational materials, the learning methodology, and the extent to which the project objectives are achieved. Their feedback supports the continuous improvement of future activities.
Peer Review
Students evaluate one another's media products, including articles, podcasts, videos, presentations, and digital campaigns, using agreed assessment criteria. This collaborative evaluation process encourages constructive feedback, critical thinking, creativity, and responsible media production.
Monitoring Learning Outcomes
The project continuously evaluates the educational materials created by students, ensuring they reflect the principles of accuracy, fairness, transparency, ethical journalism, and responsible digital communication. Teachers also observe students' participation, collaboration, and progress throughout the learning activities.
Quality Assurance
The evaluation process is coordinated by the Turkish partner, who leads the project's quality assurance activities. Assessment tools are developed to measure students' progress, teacher involvement, and the overall effectiveness of the project. Mid-term and final evaluations analyse feedback collected from students, teachers, and stakeholders, while recommendations are formulated to improve future media literacy initiatives.
Impact and Dissemination
The partnership also monitors the wider impact of the project through website visitor statistics, social media engagement, participation in online learning platforms, dissemination activities, collaborations with local institutions and media specialists, and the number of educational resources produced. Meeting reports, activity reports, testimonials, and case studies further document the project's progress and achievements.
A long-term follow-up evaluation will be conducted after the completion of the project to assess how participants continue to apply the knowledge and competences acquired. The results of all evaluation activities are compared with the initial project objectives, ensuring continuous quality improvement and the sustainability of the project's outcomes.
Pre-activity survey- Turkey mobility
Pre-activity survey analysis
Post-activity survey Turkey mobility
Post-activity survey analysis
Overall Satisfaction
The feedback shows a very high level of overall satisfaction with the mobility in Turkey. The majority of participants (15 out of 19 – 78.9%) rated the experience with the highest score (5), while 3 participants (15.8%) gave a score of 4. Only one low rating was recorded (score 1), indicating that the mobility was perceived as highly successful overall.
Quality of Activities and Organisation
The activities were considered very well prepared and effectively organised. 18 out of 19 participants gave positive ratings (4 or 5), with 13 giving the maximum score. This confirms the high quality of planning and implementation of the mobility programme.
Clear instructions and explanations were also highly appreciated, with 17 participants rating this aspect positively (4 or 5), showing that students understood well what was expected from them during activities.
Learning Outcomes
The results indicate a strong educational impact:
100% of participants stated they learned new ways to critically analyse media content
18 out of 19 learned new fact-checking tools or strategies
18 out of 19 improved their problem-solving and critical thinking skills through group work
100% confirmed they learned a lot about the project topic
100% stated they will apply fact-checking skills in their daily online activities
These results clearly demonstrate that the mobility significantly contributed to developing media literacy, critical thinking, and digital responsibility skills.
Student Engagement and Participation
Student engagement was very high throughout the activities:
18 out of 19 participants felt they were actively involved in the learning process
Most participants reported that they were encouraged to participate and express themselves freely
This highlights a student-centred and interactive learning environment.
Inclusion, Flexibility and Feedback
Participants also reported positive experiences regarding inclusion and support:
16 out of 19 participants found the activities flexible and adapted to individual needs
18 out of 19 stated that feedback received helped them improve their work
This reflects a supportive learning environment with effective guidance and differentiation.
Creativity and Learning Environment
The activities were generally perceived as creative, engaging, and well-structured, contributing to a positive and motivating learning atmosphere.
Resources and Tools
Most participants (18 out of 19) considered that the equipment and resources used were useful in achieving the learning objectives, confirming their effectiveness in supporting the activities.
Conclusion
Overall, the survey results from the Turkey mobility indicate a very positive impact on participants. The mobility was well organised, highly engaging, and educationally valuable.
The high satisfaction rates and strong learning outcomes confirm that the activities successfully supported the development of media literacy, critical thinking, collaboration skills, and responsible digital behaviour.
Comparative Analysis – Pre- vs Post-Activity Survey (Turkey Mobility)
1. Overview of the Evaluation
The pre-survey (December 2025, Madalyon Koleji, Türkiye) and the post-activity survey provide a clear picture of the evolution of students' media literacy knowledge, attitudes, and skills before and after the Erasmus+ mobility activities.
The comparison shows a strong positive shift from theoretical awareness and mixed confidence levels in the pre-survey to highly consolidated skills, clear understanding, and strong self-reported application of knowledge in the post-survey.
2. Media Literacy Knowledge and Critical Thinking
Pre-survey findings:
Students showed moderate to good awareness of fake news and media responsibility.
Understanding of fake vs. real news was not fully consolidated (many undecided responses – average 3.76).
Checking information before sharing had only moderate consistency (average 3.8).
A significant proportion of students remained uncertain in key critical thinking areas.
Post-survey findings:
100% of participants reported learning new ways to critically analyse media content.
94.7% learned fact-checking tools and strategies.
94.7% improved critical thinking and problem-solving through group work.
Interpretation:
There is a clear transition from partial understanding and uncertainty (pre-survey) to full competence and confidence (post-survey) in critical media analysis and fact-checking skills.
3. Awareness of Fake News and Responsible Media Use
Pre-survey findings:
Students already showed strong awareness that:
truthfulness online is important (avg. 4.48)
fake news can cause harm (avg. 4.2)
social media should be used responsibly (avg. 4.48)
However, application of these principles was inconsistent, especially in verifying information and identifying fake news.
Post-survey findings:
100% confirmed they learned and understood media analysis techniques.
100% stated they will apply fact-checking skills in daily online life.
Interpretation:
While the pre-survey shows strong attitudes, the post-survey confirms that these attitudes have been transformed into practical, actionable skills and behavioural intention.
4. Digital Citizenship and Ethical Behaviour
Pre-survey findings:
Students already demonstrated a relatively strong foundation in:
respecting others online (avg. 4.32)
avoiding harmful comments (avg. 4.28)
respecting privacy (avg. 4.44)
understanding online responsibility (avg. 4.4)
However, some uncertainty remained regarding:
privacy protection behaviours
reporting harmful content (avg. 4.24)
Post-survey findings:
High engagement in active learning (18/19 students)
Strong participation and interaction during activities
Increased confidence in applying learned behaviours
Interpretation:
The mobility reinforced already positive attitudes and strengthened students' confidence in applying ethical digital behaviour in real-life situations.
5. Engagement, Participation and Learning Environment
Pre-survey:
Focused mainly on self-reported behaviours and attitudes.
No direct measurement of engagement in structured learning activities.
Post-survey:
94.7% felt actively involved in learning.
100% reported strong learning outcomes.
High satisfaction with clarity, feedback, and teaching methods.
Interpretation:
The post-survey confirms that the mobility created a highly interactive, student-centred learning environment, significantly enhancing engagement compared to baseline attitudes.
6. Key Overall Impact
Before the mobility:
Students had good general awareness of media literacy concepts
However, understanding was often theoretical and partially uncertain
Fact-checking and critical analysis skills were not yet fully developed or applied consistently
After the mobility:
Students demonstrated:
100% increased awareness of critical media analysis methods
94–100% confidence in fact-checking and applying skills
Strong intention to apply learning in everyday digital behaviour
Learning shifted from awareness → practice → behavioural change
7. Conclusion
The comparative analysis clearly shows that the Turkey mobility had a significant positive impact on students' media literacy development.
While the pre-survey indicated a solid foundation in attitudes towards responsible media use, the post-survey confirms a major progression towards:
practical critical thinking skills
effective fact-checking abilities
increased digital responsibility
active and engaged learning behaviour
Overall, the mobility successfully transformed students' theoretical awareness into applied competences, demonstrating the effectiveness of the Erasmus+ project activities in achieving its educational objectives.
Pre-activity survey- Serbia mobility
Pre-activity survey analysis
The pre-activity questionnaire was conducted before the learning mobility in Serbia in order to assess participants' initial level of knowledge, expectations, and perceptions regarding the project and its main topic, media literacy.
Awareness of the project
The results indicate that participants were generally well informed about the project before the mobility. Most respondents evaluated their level of information positively, with 87.5% selecting levels 4 or 5 on a five-point scale, while only 12.5% chose the middle level. None of the participants reported a low level of information.
This finding is supported by the responses regarding the programme itself, where 91.7% stated that they were well informed about the planned activities, while a small percentage were unsure. No respondent considered themselves insufficiently informed.
These results suggest that the preparatory activities and communication carried out before the mobility successfully ensured that participants understood the project's objectives and programme.
Expectations regarding the learning programme
Participants expressed more diverse opinions regarding whether the programme would meet their learning needs. A considerable proportion selected the lower levels of the evaluation scale, indicating uncertainty or limited expectations before taking part in the activities.
As this questionnaire was administered prior to the mobility, these responses are understandable and reflect participants' limited familiarity with the planned educational activities. Such findings provide a useful baseline for comparison with the post-activity evaluation, where changes in participants' perceptions can be measured.
Inclusion, transparency and equal opportunities
The questionnaire reveals a very positive perception of the project's implementation principles.
Almost all respondents (95.8%) agreed that students have equal opportunities to participate in mobility activities regardless of gender, social background or financial situation. Likewise, 95.8% considered the participant selection process to be fair and transparent.
Furthermore, all respondents confirmed that they were aware that Erasmus+ funding covers most of the costs related to mobility activities, demonstrating a good understanding of the programme's financial support.
Overall, these findings reflect a high level of trust in the project's organisation and its commitment to inclusion and equal opportunities.
Knowledge of media literacy
The questionnaire also explored participants' previous knowledge of the project's thematic area.
The results indicate that investigative journalism was relatively unfamiliar to many participants. Only one third reported being familiar with the concept, while the remaining respondents either had not heard about it or were uncertain. This suggests that investigative journalism represented a relevant learning topic for the upcoming mobility.
Awareness of fake news was higher, with nearly two thirds of respondents stating that they were familiar with the concept. However, a significant proportion either lacked knowledge or were unsure, indicating that additional educational activities in this field were necessary.
By contrast, participants demonstrated stronger awareness of journalistic ethics. The vast majority recognised that media professionals are expected to follow ethical principles when reporting news, reflecting a basic understanding of responsible journalism.
Overall interpretation
The pre-activity questionnaire demonstrates that participants entered the mobility with a strong understanding of the Erasmus+ project and a high level of confidence in its transparency, fairness and inclusive approach. At the same time, the results reveal important gaps in knowledge related to media literacy, particularly regarding investigative journalism and, to a lesser extent, the identification of fake news.
These findings confirm the relevance of the planned learning activities, which were designed to strengthen participants' critical thinking, media literacy skills and responsible engagement with digital information. The questionnaire therefore provides an appropriate baseline for evaluating the educational impact of the mobility through comparison with the post-activity results.
Post-activity survey - Serbia mobility
Post -activity survey analysis
The post-activity questionnaire was completed by participants after the mobility in Serbia in order to evaluate their overall satisfaction, learning outcomes, and skill development.Overall satisfaction and organisation of the mobility
The results show an extremely high level of satisfaction with the mobility. All respondents rated the experience positively, with 82.4% selecting the highest level (5) and the remaining 17.6% selecting level 4. No negative or neutral evaluations were recorded.
Similarly, participants expressed a very positive perception of the organisation of activities. 94.1% confirmed that the activities were well prepared, with only a very small proportion expressing uncertainty.
The flexibility of the activities was also highly appreciated. All respondents rated this aspect positively, with 52.9% giving the highest score (5) and 47.1% selecting level 4, indicating that the programme successfully adapted to individual learning needs.
Learning outcomes and skill development
The results clearly indicate strong educational impact.
All participants (100%) stated that:
they now understand better how investigative journalism works;
group work and assignments helped them develop problem-solving and critical thinking skills;
the instructions provided were clear and supported successful task completion;
they have learned a lot from the activities.
These responses demonstrate that the mobility effectively achieved its learning objectives, particularly in developing media literacy and critical thinking competences.
Confidence in identifying fake news
A very high proportion of participants (94.1%) reported increased confidence in identifying fake news after the mobility, while only a small number remained unsure. This suggests a significant improvement in participants' ability to critically evaluate online information and recognize misinformation.
Quality of resources and materials
Participants also evaluated the usefulness of equipment and materials used during the activities. The majority of responses were positive, with 58.8% selecting the highest score (5) and 35.3% selecting level 4. Only a very small proportion gave a neutral evaluation, and no negative responses were recorded.
This indicates that the provided resources effectively supported the achievement of project objectives.
Creativity and engagement
The activities were perceived as highly engaging and creative. All respondents gave positive evaluations, with 52.9% rating the activities as highly creative (5) and 47.1% selecting level 4. This confirms that the learning approach was interactive and motivating for participants.
Overall interpretation
The post-activity survey results indicate a very strong positive impact of the Serbia mobility. Participants reported extremely high levels of satisfaction, engagement, and perceived learning outcomes.
The mobility significantly improved participants' understanding of investigative journalism and strengthened their ability to identify fake news. Additionally, the activities contributed to the development of critical thinking, communication, and teamwork skills.
The consistency of high scores across all questions suggests that the programme was well-designed, effectively implemented, and successfully aligned with its educational objectives.
Comparative Analysis – Pre- vs Post-Activity Survey (Serbia Mobility)
The comparison between the pre-activity and post-activity surveys provides a clear overview of participants' learning progress, perception changes, and the overall impact of the mobility in Serbia.
1. Overall satisfaction and experience
Before the mobility, participants could only express expectations regarding the programme. After the mobility, results show an extremely high level of satisfaction, with 100% of participants rating the experience positively (4 or 5) and the majority selecting the highest score.
This indicates that the actual experience exceeded or confirmed expectations, demonstrating a successful and well-received mobility.
2. Information and preparedness
In the pre-activity phase, participants already reported a high level of information, with most respondents stating they were well informed about the project and programme.
Post-activity results confirm that this preparation was effective, as participants unanimously reported that:
activities were well prepared (94.1% agreement),
instructions were clear (100% agreement),
and the programme supported successful participation (100% agreement).
➡ Conclusion: Good pre-mobility preparation translated into smooth implementation and positive learning experiences.
3. Learning outcomes (major improvement area)
One of the most significant changes appears in learning outcomes.
Before mobility:
Many participants expressed uncertainty regarding how well the programme would meet their learning needs.
Only a small proportion rated expectations positively.
After mobility:
100% of participants confirmed they learned a lot
100% reported improved understanding of investigative journalism
100% stated group work developed critical thinking skills
➡ Conclusion: There is a clear and strong shift from uncertainty (pre) to full achievement of learning objectives (post), showing a major educational impact.
4. Media literacy and fake news awareness
Fake news understanding
Pre-activity:
62.5% knew the concept
25% unsure
12.5% did not know
Post-activity:
94.1% feel more confident in identifying fake news
100% confirm learning progress in media-related topics
➡ Conclusion: The mobility significantly strengthened practical skills, not just theoretical awareness.
Investigative journalism
Pre-activity: Low familiarity; many participants had limited or no knowledge.
Post-activity: 100% report improved understanding
➡ Conclusion: The topic was successfully introduced and fully integrated into learning outcomes.
5. Critical thinking and digital literacy skills
Pre-activity data indicated:
moderate awareness of media literacy concepts,
limited practical ability to identify misinformation.
Post-activity data shows:
100% improvement in critical thinking and problem-solving skills
strong confidence in evaluating information online
➡ Conclusion: The mobility effectively developed key 21st-century skills.
6. Inclusion, fairness, and programme structure
Pre-activity responses already showed strong trust in the programme:
high belief in equal opportunities,
strong perception of fairness and transparency.
Post-activity responses confirm and strengthen this perception:
100% positive evaluation of clarity, structure, and organisation
very high satisfaction with flexibility and engagement
➡ Conclusion: Trust in Erasmus+ principles remained stable and was reinforced through positive experience.
7. Engagement and teaching methods
Pre-activity survey did not evaluate engagement directly, but indicated some uncertainty about expected learning experience.
Post-activity results show:
100% positive feedback on group work
100% confirmation of clear instructions
high ratings for creativity and engagement
➡ Conclusion: Interactive and collaborative methods were highly effective in practice.
Overall Conclusion
The comparative analysis demonstrates a strong positive transformation between pre-activity expectations and post-activity outcomes.
Key findings:
Shift from uncertainty → high satisfaction
Significant improvement in media literacy knowledge
Strong development of critical thinking and digital skills
High effectiveness of interactive and collaborative learning methods
Excellent alignment between planned objectives and achieved results
Final Interpretation
The Serbia mobility can be considered highly successful in terms of both educational impact and participant satisfaction, with clear evidence of learning progression and skill development across all key areas.