EVALUATION OF EDUCATIONAL INTERVENTIONS
VALUTAZIONE DEGLI INTERVENTI EDUCATIVI
| A.Y. | Credits |
|---|---|
| 2021/2022 | 5 |
| Lecturer | Office hours for students | |
|---|---|---|
| Rossella D'Ugo | To be agreed via email and to be carried out electronically |
Assigned to the Degree Course
| Date | Time | Classroom / Location |
|---|
| Date | Time | Classroom / Location |
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Learning Objectives
The course is aimed at acquiring the fundamental theoretical and methodological principles of the educational evaluation. The course aims, in particular, to master the concepts and procedures that characterize the assessment processes in the field of childcare services. The knowledge of the main monitoring techniques and the attribution of values ??(relative to some specific objects, such as school contexts, teaching practices, etc.) constitute essential training elements for the exercise of the professionalism of the educator (as well as the teachers, the pedagogical coordinators , etc). In particular, the course is aimed at the knowledge and understanding of:
. the paradigm of educational evaluation
· Functions, forms, timing of the evaluation
· Administration of detection instruments
· Reliability and validity of detection tools Measuring scales
· Measurement and evaluation
· Educational evaluation and formative evaluation
Program
The course aims to address the main issues of assessment in education through the scientific paradigm of educational evaluation. After a first introduction of a more epistemological nature, concepts and methodological principles of formative evaluation will be introduced. Much space will be devoted to the analysis of concrete examples of monitoring tools for detection:
· The educational and didactic quality of school contexts;
. of the teaching practices of the teachers.
Bridging Courses
None.
Learning Achievements (Dublin Descriptors)
Knowledge and understanding.
· Knowledge of the main lines of the epistemological debate in the context of the educational evaluation with particular reference to its constitutive elements (problems and methods);
· Ability to distinguish and compare the fundamental characteristics of the theoretical and methodological approaches of research in education. Applying knowledge and understanding. · Knowledge and understanding of the concepts and theories foreseen by the course; · Ability to recognize the fundamental stages of educational evaluation; · Ability to analyze the characteristics of some verification tools and their possible administration in schools and out of school. Making judgments. · Ability to identify suitable detection tools for the different objects and contexts of evaluation; Ability to administer a range of verification tools and to analyze the data collected with the aim of a valid and reliable evaluation; Communication skills. · Ability to read and interpret the results of surveys conducted in school and out of school; · Ability to build evaluation tools; ·
Ability to know how to communicate data relating to administrations with congruent tools. Ability to learn (learning skills). · Ability to use knowledge and concepts that allow to reason according to the specific logic of the evaluation; Ability to simulate administrations; · Ability to know how to envisage different research hypotheses depending on the evaluation objects to be monitored.
Teaching Material
The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it
Supporting Activities
Textbooks supported by material distributed in the classroom and by material uploaded in blended learning. The teaching material and specific communications from the teacher can be found, together with other support activities, on the Moodle platform blended.uniurb.it
Teaching, Attendance, Course Books and Assessment
- Teaching
The teaching will be structured on two weekly days. The meetings, depending on the topics covered, will be based on lectures (during which, in any case, the students will be called to reflect together with the teacher on specific knots of the discipline) and many workshop moments, during which the students will have the possibility to experiment and design evaluation tools.
- Attendance
The course does not include any attendance obligation.
- Course books
Bondioli A. e Ferrari M. (a cura di) (2005), Verso un modello di valutazione formativa. Ragioni, strumenti e percorsi, Edizioni Junior, Bergamo, da pag.11 a pag. 135
Lucisano P., Salerni A. (2002), Metodologia della ricerca in educazione e formazione, Carocci, Roma, da pag. 149 a pag.181.
D'Ugo R. (2020), Fare ricerca tra scuola e università, in D'Ugo R. e Marani G., Le pratiche collaborative per la sperimentazione e l'innovazione scolastica, FrancoAngeli, Milano, pp. 17-34.
D'Ugo R. (2020), Un kit di strumenti per il Docente Facilitatore. La terza fase di un percorso di ricerca-collaborativa, vol. 6, n. 1, anno XIII, Trento, Erikson, pp. 74-92, Doi: 10.14605/PD612006 — ISSN: 2421-2946. URL: https://rivistedigitali.erickson.it/pedagogia-piu-didattica/archivio/vol-6-n-1/un-kit-di-strumenti-per-il-docente-facilitatore-la-terza-fase-di-un-percorso-di-ricerca-collaborativa/
Uno strumento per l’osservazione e il monitoraggio degli apprendimenti dei bambini nella scuola dell’infanzia, in Reladei, n. 9 (2), dicembre 2020, pp. 175-191, ISSN 2255-0666. URL: https://revistas.usc.gal/index.php/reladei/article/view/6331
- Assessment
The expected objectives are verified through a written examination. The evaluation criteria are as follows: - relevance and effectiveness of the responses in relation to the contents of the program; - the level of articulation of the response; - adequacy of the disciplinary language used. Each of the criteria is assessed on the basis of a four-level scale of values ??/ judgments with equal weight assigned to each criterion. The final evaluation is expressed in thirtieths.
- Disability and Specific Learning Disorders (SLD)
Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.
To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.
Additional Information for Non-Attending Students
- Teaching
Non-attending students are invited to consult the didactic material uploaded on Moodle (slides discussed in class, examples of educational investigations, types of detection tools, etc.) through which it will be possible to deepen the study of the volumes indicated in the section "Texts of study".
- Attendance
The course does not include any attendance obligation.
- Course books
Bondioli A. e Ferrari M. (a cura di) (2005), Verso un modello di valutazione formativa. Ragioni, strumenti e percorsi, Edizioni Junior, Bergamo, da pag.11 a pag. 135
Lucisano P., Salerni A. (2002), Metodologia della ricerca in educazione e formazione, Carocci, Roma, da pag. 149 a pag.181.
D'Ugo R. (2020), Fare ricerca tra scuola e università, in D'Ugo R. e Marani G., Le pratiche collaborative per la sperimentazione e l'innovazione scolastica, FrancoAngeli, Milano, pp. 17-34.
D'Ugo R. (2020), Un kit di strumenti per il Docente Facilitatore. La terza fase di un percorso di ricerca-collaborativa, vol. 6, n. 1, anno XIII, Trento, Erikson, pp. 74-92, Doi: 10.14605/PD612006 — ISSN: 2421-2946. URL: https://rivistedigitali.erickson.it/pedagogia-piu-didattica/archivio/vol-6-n-1/un-kit-di-strumenti-per-il-docente-facilitatore-la-terza-fase-di-un-percorso-di-ricerca-collaborativa/
D'Ugo R. (2020), Uno strumento per l’osservazione e il monitoraggio degli apprendimenti dei bambini nella scuola dell’infanzia, in Reladei, n. 9 (2), dicembre 2020, pp. 175-191, ISSN 2255-0666. URL: https://revistas.usc.gal/index.php/reladei/article/view/6331
- Assessment
The expected objectives are verified through a written examination. The evaluation criteria are as follows: - relevance and effectiveness of the responses in relation to the contents of the program; - the level of articulation of the response; - adequacy of the disciplinary language used. Each of the criteria is assessed on the basis of a four-level scale of values ??/ judgments with equal weight assigned to each criterion. The final evaluation is expressed in thirtieths.
- Disability and Specific Learning Disorders (SLD)
Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.
To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.
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