Course Unit Page


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

Quality education Decent work and economic growth Reduced inequalities Peace, justice and strong institutions

Academic Year 2022/2023

Learning outcomes

At the end of the course, in the context of the continuing education and training processes and interventions, the student will able to: know and understand the importance of design and evaluation; know, understand and analyze different theoretical assumptions of design and evaluation; understand and analyze similarities and differences of design and evaluation approaches, models and methods; analyze project documents and evaluation reports; understand and analyze empirical research on projects design and evaluation; carry out simple needs analysis; design project activities, management and evaluation systems; collaborate with different actors at different stages of the project (development, monitoring and evaluation); analyze and interpret a public tender for the call of projects; prepare a project document in response to public tender; provide ongoing adaptations of the project document in response to feedback; analyze the quality of a evaluation report and give adequate notice to the stakeholders; evaluate the quality of a project document and documentation concerning different phases/activities of a project; identify relevant strategies and instruments to improve his cultural and professional skills.

Course contents

The course is designed to examine design and evaluation theories in the context of continuing education and training in a functional way to the development of a competent use of methods, tools and procedures for the design and evaluation of processes and interventions.


Mandatory readings both for attending and not attending students:

- Lipari D., Progettazione e valutazione nei processi formativi – (3a ed.), Edizioni Lavoro, Roma (Ch. 1 and 2).

- Leone L., Prezza M., Costruire e valutare i progetti nel sociale. Manuale operativo per chi lavora su progetti in campo sanitario, sociale, educativo e culturale, Franco Angeli, Milano (Ch. 1, 2, 3, 4, 7). 

- Marcuccio M. (2021). Il percorso di co-costruzione dell'impianto di valutazione di impatto delle attività di formazione. In M. Marcuccio, D. Antonioli (a cura di). Il monitoraggio e la valutazione d'impatto delle attività formative. Il modello di Fondartigianato in Emilia-Romagna (pp. 105-162), FrancoAngeli, Milano.

- Marcuccio M. (2022), Elementi per sviluppare la competenza progettuale e valutativa dell'esperto nei processi formativi (The monograph will be available on Virtuale platform).

Teaching methods

A method of delivering the course in presence will be adopted. Any remote modalities will be activated only and exclusively in the cases and according to the modalities provided by the indications defined at the University governance level.

Classroom activities will be carried out focusing on active teaching methods (interactive lessons, case studies, teamwork) with a continuous enhancement of the participants' direct experiences and interactions between students.

Assessment methods

Formative assessment activities will be carried out to develop self- and hetero-regulation of the learning process by peers and the teacher.

Summative assessment will be carried out on two sequential moments;

1) elaboration of a written exam (open-ended questions) lasting two hours;

2) management of an oral discussion that can be accessed if the written test has been passed only.

Passing summative assessment requires knowledge and comprehension of the concepts present in the mandatory bibliography and the application of these concepts, their connection, the analysis of the links, and the identification of assumptions and consequences.

Criteria used to evaluate the written test, and the oral discussion will be the following: 1) relevance of the contents to the topic presented in the question; 2) correctness of the information about the material indicated for the preparation for the examination; 3) exhaustive information concerning the information on the material indicated for the preparation for the exam; 4) integration - where possible - of information learned in other lectures; 5) personal reworking of the contents of the documents indicated for exam preparation.

On Virtuale platform, there is a document titled Guide for written exam that students must read before the written exam.

Teaching tools

Presentations on computer support.

Authentic materials.

Virtuale platform.

Office hours

See the website of Massimo Marcuccio