81867 - Models of Educational Design and Teaching Methodology

Learning outcomes

At the end of the course, students will:

• understand and be able to analyze the different dimensions of the concept of curriculum, also in relation to different theoretical frameworks;
• identify the different levels of educational planning (national curriculum, educational planning and POF, instructional planning) within a school context, and analyze their specific features;
• critically evaluate the strengths and weaknesses of a school's POF;
• understand the different strategies of instructional planning in preschool and primary school, and relate them to pedagogical approaches based on individualization and/or personalization;
• understand the differences between a Unità Didattica (UD) and a Progetto Didattico (PD), and outline the planning and documentation required at their different stages;
• analyze the processes and outcomes of educational and instructional planning through appropriate assessment and self-assessment methodologies and procedures.

Course contents

The course "Progettazione scolastica e Docimologia" consists of two structurally integrated modules: "Modelli di progettazione educativa e didattica" and "Docimologia."

As a shared teaching choice of the two instructors, the two modules jointly address the themes of educational planning and the assessment of learning, while topics related to research methodology and evaluation research are deferred to the fourth year, when assessment will be examined in greater depth, particularly from the perspective of evaluating the quality of educational systems and schools.

In particular:

• in the module taught by Prof. Ferrari, the current theoretical framework concerning the principles and strategies of educational and instructional planning/programming will be presented, as it has evolved alongside developments in learning theories and instructional mediation. Within this framework, the main models of educational and instructional planning will be analyzed.

  The module will also address educational and instructional planning within the framework of the Italian regulations governing the curriculum and educational planning, with particular reference to school autonomy;

• in the module taught by Prof. Ciani, the theoretical foundations of educational assessment will be outlined, with particular attention to the assessment of students' learning and competences. The summative and diagnostic-formative functions of educational assessment will be examined, with specific reference to preschool and primary education. The module will also address assessment tools, particularly systematic observation procedures and the different types of assessment tasks that can be used in school settings.

In particular, throughout the two modules, students will be guided in the analysis of:

• the concepts of educational and instructional planning;
• the theoretical and legislative debate on educational planning and assessment;
• educational planning (and the PTOF) within the framework of school autonomy;
• the main operational models of instructional planning;
• the general and specific characteristics of learning environments;
• the characteristics of inclusive teaching that is responsive to individual differences;
• the main strategies for the individualization and personalization of teaching;
• the diagnostic-formative and summative functions of educational assessment;
• the procedures involved in the appropriate assessment of students' competences;
• the use of systematic observation procedures to assess students' competences;
• the different types of assessment tasks used to evaluate students' competences.

The laboratory component, which is integrated with the two course modules, consists of 40 hours of face-to-face activities. Its purpose is to engage students with issues arising from authentic educational situations (through classroom simulations and/or the discussion of practical experiences), enabling them to analyze and apply the knowledge acquired and to reflect critically on educational planning and assessment.

The laboratory is formally composed of two integrated laboratory courses: "Modelli di progettazione educativa e didattica" (associated with the module of the same name) and "Teorie e procedure della valutazione degli apprendimenti" (associated with the Docimologia module).

Each student is required to complete 5 CFU (40 hours) of laboratory activities specifically designed to develop competences in educational planning and school assessment.

The laboratory develops key competences for the teaching practicum and therefore requires a substantial commitment from students.

Registration for the laboratory is carried out through AlmaEsami. Laboratory schedules are published in the "Orario delle lezioni" section.

Readings/Bibliography

FOR THE COMPLETE EXAMINATION (covering both modules), students are required to demonstrate, during the examination, knowledge and understanding of the following texts and materials, as well as the ability to analyze and discuss them critically:

• A. Ciani, L. Ferrari, I. Vannini, Progettare e valutare per la qualità e l'equità nella didattica. Aspetti teorici e indicazioni metodologiche, Milan, FrancoAngeli, 2020.
• I. Vannini (Ed.), Imparare a valutare nella scuola. Analizzare e ricostruire processi di insegnamento-apprendimento, Rome, Armando Editore, 2024.
• Supplementary resource, available on the course Virtuale platform, on the topic of systematic observation.
• Supplementary resource, available on the course Virtuale platform, on the topic of semi-structured assessment tasks.
• Indicazioni per la valutazione periodica e finale nella scuola primaria and Ordinanza Ministeriale No. 3/2025, including Annex A.
• Indicazioni Nazionali per il curricolo Scuola dell'infanzia e Scuole del Primo ciclo di istruzione (2025).
• Supplementary resource for understanding and using the Indicazioni Nazionali per il curricolo Scuola dell'infanzia e Scuole del Primo ciclo di istruzione (2025).

Students who are required to complete only one of the two modules (i.e., students who have obtained credit recognition from previous studies or transfer students) will be examined only on the outstanding module.

Accordingly, the required readings are as follows.

A) Module "Modelli di progettazione educativa e didattica" (Prof. Ferrari)

• A. Ciani, L. Ferrari, I. Vannini, Progettare e valutare per la qualità e l'equità nella didattica. Aspetti teorici e indicazioni metodologiche, Milan, FrancoAngeli, 2020 (excluding Chapter 6).
• Indicazioni Nazionali per il curricolo Scuola dell'infanzia e Scuole del Primo ciclo di istruzione (2025).
• Supplementary resource for understanding and using the Indicazioni Nazionali per il curricolo Scuola dell'infanzia e Scuole del Primo ciclo di istruzione (2025).

B) Module "Docimologia" (Prof. Ciani)

• I. Vannini (Ed.), Imparare a valutare nella scuola. Analizzare e ricostruire processi di insegnamento-apprendimento, Rome, Armando Editore, 2024.
• Chapter 6 (together with the sections on assessment in Chapter 5) of: A. Ciani, L. Ferrari, I. Vannini, Progettare e valutare per la qualità e l'equità nella didattica. Aspetti teorici e indicazioni metodologiche, Milan, FrancoAngeli, 2020.
• Supplementary resource, available on the Virtuale platform, on the topic of systematic observation.
• Supplementary resource, available on the course Virtuale platform, on the topic of semi-structured assessment tasks.
• Indicazioni per la valutazione periodica e finale nella scuola primaria and Ordinanza Ministeriale No. 3/2025, including Annex A.

ERASMUS students

ERASMUS students are required to study:

• A. Ciani, L. Ferrari, I. Vannini, Progettare e valutare per la qualità e l'equità nella didattica. Aspetti teorici e indicazioni metodologiche, Milan, FrancoAngeli, 2020 (excluding Chapter 2).
• A supplementary resource (in English) available on the course Virtuale platform.

ERASMUS students are not required to attend the laboratory activities. Instead, they must complete an individual Project Work based on specific instructions provided by the course instructor.

Teaching methods

The course will be delivered through lectures, whole-class analysis and discussion of educational planning documents and tools for observation, assessment, and self-assessment, as well as small-group activities integrated with the laboratory sessions.

Active participation in the laboratory sessions will enable students to consolidate the theoretical knowledge acquired during the course and to understand its practical application in preschool and primary school settings.

Given the applied nature of educational planning and assessment, as well as the format of the final examination, attendance at the lectures is strongly recommended.

Assessment methods

The examination is held in written form, following the format traditionally adopted by the course instructors.

As described on the instructors' website, the examination consists, for each module, of four semi-structured open-ended questions (including short essays, case analyses, and application/procedural questions) based on the required readings and examination materials. The duration of the examination is 1 hour for each module, for a total of 2 hours.

To support adequate preparation, students are provided with formative practice exercises during the course through the Virtuale platform.

During the examination, students may consult:

• the Indicazioni Nazionali per il curricolo and the related supporting resources;
• the required textbooks:
  • A. Ciani, L. Ferrari, I. Vannini, Progettare e valutare per la qualità e l'equità nella didattica. Aspetti teorici e indicazioni metodologiche, Milan, FrancoAngeli, 2020;
  • I. Vannini (Ed.), Imparare a valutare nella scuola. Analizzare e ricostruire processi di insegnamento-apprendimento, Rome, Armando Editore, 2024;
• the supplementary resources available on the Virtuale platform concerning systematic observation and semi-structured assessment tasks.

The short essay, case analysis, and application/procedural questions are designed to assess students' ability to demonstrate knowledge, understanding, analysis, synthesis, application, and evaluation. In particular, the examination evaluates students' capacity to develop well-founded arguments (including, where appropriate, precise references to the required readings and examination materials), establish connections among the topics studied, apply procedures for designing educational and assessment tools, and critically analyze authentic educational situations.

The consultation of personal summaries or study notes is not permitted during the examination, except in duly documented exceptional circumstances.

Students who are unable to attend the written examination on campus for documented health-related reasons may be allowed to take the examination through an online oral interview. The assessment criteria and evaluation procedures will be equivalent to those adopted for the written examination. Students must inform both course instructors by email at least two weeks before the examination date.

Each examination question (both in the written and oral formats) is assessed using a 1–4 scale, where:

• 1 = performance showing serious conceptual errors or numerous significant gaps;
• 2 = essential treatment of the topic, with some important gaps or conceptual errors;
• 3 = good, almost complete performance, with only minor inaccuracies;
• 4 = complete and accurate performance, without errors.

Examination results are published on the instructors' website under the "Contenuti utili" section.

Students are required to complete the entire examination (Prof. Ferrari's module and Prof. Ciani's module). Attendance at the laboratory sessions is intended to strengthen the knowledge and competences necessary to successfully complete the examination.

Although two separate marks are awarded (one for each module), the examination is conceived as an integrated assessment, and the instructors expect students to demonstrate coherent and adequate preparation across both modules.

Examination for Previous Academic Years' Syllabi

Students taking the examination based on the syllabi of previous academic years will complete a written examination consisting, for each module, of four open-ended questions in the form of short essays, based on the required readings and the online materials. The duration is 1 hour per module (2 hours in total). For this examination, consultation of the textbooks and the Indicazioni Nazionali is not permitted.

The written examination is divided into two sections, one for each module. Two separate marks will be awarded: one for the module taught by Prof. Ferrari and one for the module taught by Prof. Vannini.

The questions assess both knowledge and specific analytical, applied, and, where appropriate, critical reasoning skills.

The marking criteria, scoring system, and grading procedures are specified on the first page of each examination paper. Examination results are published on the instructors' website under the "Contenuti utili" section.

Students are required to complete the entire examination (Prof. Ferrari's module and Prof. Ciani's module). Attendance at the laboratory sessions helps consolidate the knowledge and competences needed to successfully complete the examination.

Although two separate marks are awarded, the examination is fully integrated, and the instructors expect students to demonstrate coherent and adequate preparation across both modules.

Please note: students who have not yet completed the examination from previous academic years may instead choose to take the examination based on the current syllabus, following the requirements described in the section relating to the current academic year's examination.

Teaching tools

- Course schedule and learning pathway available on the Virtuale platform.

- Lectures supported by PowerPoint presentations and video materials.

- Analysis of instructional planning documents and assessment tasks.

Office hours

See the website of Luca Ferrari