Evaluation in educational services is not a neutral practice, and it does not correspond to the application of technical competences to verify the results of a process, but it is a cultural-oriented practice that can manifest itself in different ways depending on the visions of the world, the values, the educational philosophies and the epistemic view adopted by systems, organizations, people, involved in it.

Within this perspective will be highlighted the philosophical and epistemic elements that are constitutive of evaluation. In a second phase we will focus on evaluation in educational settings, concluding with the analysis of some possible purposes, strategies, practices and tools that can be chosen in infant-toddler centers and preschools.

1) The question of values: The theory and practice of evaluation and the possibility of a judgments aboiut facts and about values; Critique of the performance principle; Complex evaluation: who evaluates; what or who is to be evaluated; how to evaluate; when an evaluation is good / valid / effective.

2) Evaluation of educational settings: Evaluate teachers and their work; Evaluate educational ECEC systems; Evaluate learning and development (Assessment Theory); Evaluate the quality of an educational service.

3) The strategies, the practices and the devices for the evaluation of the services for the infancy: Evaluation of competences of the educational staff; Beller development tables. Pediatric development scales. Observation Projet. Attachment diary of the educator. Detection and analysis of the quality of the service perceived by the users. The Asei / Svani / Smemo / Spamm / Davopsi / Pradisi / Isquen / Spring scales

Knowledge and understanding.

· Knowledge of the main lines of the epistemological debate in the field of evaluation with particular reference to its constituent elements (problems and methods);

· Ability to distinguish and compare the fundamental characteristics of theoretical and methodological approaches for the evaluation of educational actions.

Applying knowledge and understanding.

· Knowledge and understanding of the concepts and theories included in the course;

· Ability to recognize the fundamental phases of educational evaluation;

· Ability to analyze the characteristics of some verification tools and their possible administration in school and after school.

Autonomy of judgment (making judgments).

· Ability to identify suitable detection tools for the different evaluation objects and contexts;

· Ability to administer a range of verification tools and to analyze the data collected with the aim of a valid and reliable assessment;

Communication skills.

· Ability to read and interpret the results of surveys conducted in the school and after-school settings;

· 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 make it possible to reason according to the specific logic of the evaluation;

· Ability to simulate administrations;

· Ability to be able to envisage different research hypotheses according to the evaluation objects to be monitored.

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

Teaching

The lectures, depending on the topics addressed, will give the opportunity to experiment and design evaluation tools. The lessons will be organized both in frontal and in dialogue and cooperative mode. Texts will be analyzed.

Attendance

No attendance required

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

Only one of the following books:

1) D’Ugo, R. (2013) La qualità della didattica nella scuola dell’infanzia. La scala di valutazione PraDISI, FrancoAngeli: Milano

2) Harms, T., Clifford, R.M. (2002) Sovasi. Scala per l'osservazione e la valutazione della scuola dell'infanzia. Edizioni Junior: Bergamo

3) Lupi, A., D'Ugo R. (2017) Valutare la qualità delle scuole e dei docenti nel metodo Montessori. Zeroseiup: Bergamo

Assessment

The expected objectives are verified through an oral interview

ORAL EXAMINATION

The oral exam will be assessed on the basis of the following criteria:

relevance, effectiveness and degree of articulation of the responses in relation to the contents of the program
adequacy of the disciplinary language used
ability to apply the knowledge acquired in reference to the different educational and professional contexts
ability to critically discuss the topics covered
ability to interpret situations in a pedagogical key
The final evaluation is expressed out of thirty.

PLEASE NOTE: in case of countless registrations for a single exam session, we reserve the right to proceed with the verification of the achievement of the course objectives by a written test, following the criteria below:

Written exam:

The evaluation criteria are: the relevance 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 out of thirty.

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.

Teaching

The same as attending students