Course Unit Page


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

Quality education Reduced inequalities

Academic Year 2021/2022

Learning outcomes

At the end of the course student will be able to: understand and analyze similarities and differences of the various approaches and models of design and evaluation in education; - know, understand and be able to analyze the different educational design and evaluation strategies; - communicate in written and oral form, the results of monitoring and evaluation activities to different kind of stakeholders; - understand and discriminate different methods and techniques to design the monitoring and evaluation of educational processes; - identify different design and evaluation requirements in relation to school system features and educational services characteristics; - analyze educational projects that promote network participation of local services; - analyze educational situations and identify strengths, weaknesses and potential improvements starting from monitoring data; - plan educational activities; - identify the most appropriate strategies and tools to enhance his own cultural and professional skills.

Course contents

The course is aimed at deepening the theories of design and evaluation in education and to develop students' knowledge and skills about methods and tools for designing and evaluating.

It will focus on the following topics.

Implicit conventions and beliefs related to design, plan and evaluate educational activities:

- what it means to design in educational contexts

- what it means to evaluate in educational contexts

-evaluative distortions

Meanings, uses and problems of designing, planning and evaluating educational activities

Models, strategies, tools and procedures for designing and evaluating educational activities


Text books (attending students):

- Lipari D. (2009), Progettazione e valutazione nei processi formativi (3a edizione). Roma. Edizioni Lavoro. (Capitolo II “La progettazione” e Capitolo III “La valutazione”, pp. 63-210);

- Stame, N. (2016), Valutazione pluralista. Milano. Franco Angeli. (pp. 9-111)

- Bondioli, A., Savio, D., & Gobbetto, B. (2017). TRA 0-6. Uno strumento per riflettere sul percorso educativo 0-6.

-Bondioli A. Savio D. (2018), La valutazione di contesto nei servizi per l'infanzia italiani. Bergamo. Junior. (Parte prima e parte terza, ovvero pp.7-73; e pp.167-283).

- documents uploaded on the eleraning course space(below you can find details)

Work on elarning:

First sign up with unibo credentials (@studio.unibo.it) on elearnong-cds. Then you will find all the contents under "Teorie e metodi di progettazione e valutazione dei processi educativi" a.a. 2020/2021.

It is suggested to address the study of texts and elearning material during the course, as the lessons will be based on  learner centered teaching approach. Therefore, an active involvement of the student will be foreseen.

Non attending students:

In addition to the materials pointed above (elearning documents included), non attending students are required to study:

- Bondioli A., Savio D. (2018), Educare l'infanzia. Roma. Carocci Editore.

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. The timetable for both in-person and distance learning lessons will be available at the beginning of the course. Attendance, although not compulsory, is strongly recommended for the duration of the course, as the topic of evaluation, planning and design is often unfamiliar to students. In addition, students regularly attending the course have the possibility to choose an innovative path focused on feedback (both from teacher and peers) that will include interim tests, as part of the final exam.

Assessment methods

The test will be held during the standard exam sessions. 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. The registration lists will close, as for the other degree courses, seven  days before the exam date. 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. Attainment of the pass mark (18/30) secures 50% of the score obtainable, and higher scores up to 30/30 are allocated proportionately. Attending students who will choose the innovative path will perform two assignments during the course with specific modalities of performance, which will weigh on the final grade in the measure of 50%. The exam will be completed with a short oral test concerning the contents of the exam text books which will consequently determine 50% of the final grade. The final mark will be expressed in 30 point scale, the evaluation of interim tests will be expressed on a 5 point scale and completed with specific feedback both formative and sommative.

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.

Teaching tools

- slides

- group work

- e-learning platform activities

Office hours

See the website of Elisa Truffelli