68009 - Theories and Practices of School Evaluation

Course Unit Page

SDGs

This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.

Quality education Gender equality Reduced inequalities

Academic Year 2018/2019

Learning outcomes

At the end of the course the student: - knows the evaluation theories and the formative evaluation procedures in the kindergarten and primary school, to improve the teachers practices; - reflects on their evaluation beliefs and experiences of school evaluation and review them in the light of the results of scientific research and international debate; - identifies models, meanings, uses and problems of studentes' achievement and evaluation process; analyses projects and contexts, from the micro to the macro level; - knows the use of the various tools and procedures of evaluation; - knows the tools and procedures for context assessment (micro and macro); - designs and implements tools for data collection and evaluation; - analyzes and reads the information gathered in the different types and contexts of evaluations) also in order to evaluate the didactic action and the curriculum.

Course contents

Themes of assessment and evaluation in the school, from the point of view of the theories and of the technical procedures: - skills' assessment of the students (analysis of formative and summative assessment in classroom); - educational evaluation of the the school:  micro system (evaluation of teaching in the classroom), meso (self- and hetero-evaluation of schools) and macro (evaluation of school systems).
We will be analyzed in specific issues, case studies and research related to the kindergarten and primary school.

Readings/Bibliography

1. C.COGGI, P. RICCHIARDI (2005). Progettare la ricerca empirica in educazione. Roma: Carocci

2. B. VERTECCHI, G. AGRUSTI, B. LOSITO (2010). Origini e sviluppi della ricerca valutativa. Milano. Angeli

3. R. D'UGO,I. VANNINI (2015). PraDISI. La valutazione formativa delle prassi didattiche dell'insegnante di scuola dell'infanzia: osservare per riprogettare. Milano: Angeli.

4. G. ASQUINI (a cura di) (2018). La Ricerca-Formazione. Temi, esperienze, prospettive. Milano: Angeli.

Si ricorda agli studenti che, per affrontare al meglio le lezioni e lo studio del programma d'esame, è necessario rivedere i capitoli 4 e 5 del volume (Vannini, La Qualità nella didattica) studiato per l'esame del II anno.

Furthermore:

Chapters 4 and 5 Vannini, La Qualità nella didattica) - Lesson II year

Teaching methods

Frontal lessons; Discussions in the classroom; Analysis of research data and specific tools

Assessment methods

Oral exam

Exams will be graded from 1 to 30. The minimum required vote is 18/30

Inscription to the exam on Almaesami website.

If rejected at the exam, it is possible to have a second chance on the next call date.

Teaching tools

Using slides for frontal lessons; Use of empirical research results at national and international level; Examples of research and analysis of data; Analysis of indirect detection tools and systematic observation tools.

Office hours

See the website of Ira Vannini