Course Unit Page


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

Quality education

Academic Year 2018/2019

Learning outcomes

At the end of the course the student knows in detail the main aspects of the debate on teaching-learning design and evaluation in education. The student knows the main characteristics of the network of educational services at both regional and national level, and identified the different levels of planning and evaluation. The student knows the different models of Observation of child behavior in education.  He apply various means of observation of child behavior, providing valid and reliable data collection.  He can be defined in different phases, the educational projects of the education service, also in continuity with the families and the local agencies. The student defines specific projects and educational activities aimed at teaching children aged zero to three years. The student knows how to use specific tools and models for Observation of the educational environment and assessing the quality of the services for Childhood. - He is able to use assessment tools / self-assessment of quality in order to reflect on their skills and update their skills, even in work equipe.

Course contents

The course program includes reflection and analysis concerning different aspects of the educator profile in early childhood services, in order to acquire the following skills: educational planning, educational documentation and evaluation in early childhood contexts. The didactic approach is learner centered. The questions and need of learners will be take in account during the developement of the course. The issues listed are addressed both from a theoretical point of view, presenting the theoretical debate about it, both from a practical, through the presentation and critical analysis of operational tools. Erasmus program students are invited to contact the teacher before the course beginning to talk about texts,  lessons attendency and  examination method .


The program consists of compulsory texts, materials published on the elearning-cds platform and a text of your choice. It is suggested to address the study of compulsory texts and elearning material during the course, as the lessons will be based on some elements of the flipped classroom teaching approach and the learner centered teaching approach. Therefore, an active involvement of the student will be foreseen both in presence and  during distance teaching (in asynchronous modality).

Comuplsory texts:

· Pironi T., Balduzzi L. (2017) (a cura di) L'osservazione al nido. Una lente a più dimensioni per educar lo sguardo (pp. 240-261), Angeli, Milano.

· Malavasi, L., & Zoccatelli, B. (2012), Documentare le progettualità nei servizi e nelle scuole per l'infanzia, Junior, Bergamo.

· Bondioli A., Savio D., Gobbetto B. (2017), Tra 0-6. Uno strumento per riflettere sul percorso educativo 0-6,Zeroseiup, Bergamo.

Work on elarning:

First sign up with unibo credentials (@studio.unibo.it) on elearnong-cds. Then you will find all the contents under the voice Progettazione, documentazione e valutazione.

One issue among these:

- Cretella C., Crivellaro F., Gallerani M., Guerzoni G., Lorenzini S., Nardone R., Tarabusi F., Truffelli E., Zanetti F. (2013), Generi in relazione. Scuole, servizi educativi 0/6 e famiglie in Emilia-Romagna, Loffredo, Napoli. DA PAGINA 1 A PAGINA 108.

- Giovannini M.L, Truffelli E. (a cura di) (2010), La valutazione nella scuola dell'infanzia, numero monografico della rivista Infanzia, n. 5, 2010 ( pp. da 323 a 356; da 370 a 374 e da 379 a 391).

- Darder, P., & Mestres, J. (1999), ASEI. Autovalutazione dei servizi educativi per l'infanzia, Franco Angeli, Milano.

Students who will not attend the course are rerquested also to study

-Restiglian E. (2012), Progettare al nido. Teorie e pratiche educative, Carocci faber, Roma (pp. 1-124)





Teaching methods

The lessons will be interactive, including group work on course topics, for which students are expected to have consulted the designated text books throughout the course (and not simply at the end), so they can participate effectively. Small and large group discussions will be stimulated both on the analyses undertaken and on the texts studied. The course will be delivered in a blended learning mode, with the support of the elearning-cds platform. Attendance is strongly recommended for the duration of the course, as the topic of evaluation planning and design is often unfamiliar to students.

Assessment methods

The test will be held during the standard exam sessions, at the end of the course. There will be no interim tests. Students are reminded that there will be no pre-appeals which have not been approved by the Course Council. The exam takes place in writing, has a duration of two hours, and comprises one part related to the compulsory texts and a second part related to the student’s chosen text. The exam aims to test not only knowledge (which is in the lower part of the learning taxonomy), but also the skills of analysis and synthesis. The test consists of multiple choice questions and short essays. Attainment of the pass mark (18/30) secures 50% of the score obtainable, and higher scores up to 30/30 are allocated proportionately. Erasmus students, who should contact the teacher at the beginning of the course, will take an oral exam on the dates established within the standard exam timetable.

To sign up on the exam list (only for written test) you can use Almaesami: the list will close a week before the exam date. The dates in which you can take the test will be available on Almaesami.

Teaching tools

Slides, video, document analysis, e-learning. The course offers a blended learning environments.  It combines traditional face-to-face classroom methods with the use of elearning-cds learning platform.

Office hours

See the website of Elisa Truffelli