The course is aimed at acquiring the fundamental theoretical and methodological principles of educational evaluation. The course aims to master the concepts and procedures that characterize the evaluation processes in the field of childcare, disability and elderly people affected by dementia. Knowledge of the main techniques of monitoring and attribution of values are essential training elements for the exercise of the professionalism of the educator.

The course aims to address the main issues of evaluation in education through the scientific paradigm of educational evalution. After a first introduction of a more epistemological nature, concepts and methodological principles of educational evaluation will be presented. Much space will be dedicated to the analysis of concrete examples of monitoring tools for detection:

- educational quality in real contexts: scholastic, extracurricular, semi-residential and residential
- applied educational practices

Knowledge and understanding
·  Knowledge of the main lines of the epistemological debate in the field of educational evaluation with particular reference to its constituent 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 envisaged by 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 schools and extracurricular environments.
Making judgements.

·  Ability to identify suitable detection tools for 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 schools and schools;
·  ability to build evaluation tools;

·  ability to communicate with congruent tools the data relating to administrations.
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 propose different research hypotheses depending on 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 course will be structured on two days a week. 
The meetings, depending on the topics addressed, will be based on lectures (during which, in any case, students will be asked to reflect together with the teacher on specific nodes of the discipline) and many laboratory moments, during which students will have the opportunity to experiment and design evaluation tools

Attendance

The course does not include any obligation to attend

Course books

Bondioli A. and Ferrari M. (eds.) (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 on page 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.

Emili E. A. - Pascoletti S. (2021), Tecnologie e nuovo PEI: facilitatori e strumenti nel piano educativo individualizzato, ANICIA, Roma

Assessment

The objectives are verified through an oral exam

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.

Attendance

The course does not include any obligation to attend

Course books

Bondioli A. and Ferrari M. (eds.) (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 on page 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.

Emili E. A. - Pascoletti S. (2021), Tecnologie e nuovo PEI: facilitatori e strumenti nel piano educativo individualizzato, ANICIA, Roma

Assessment

The objectives are verified through an oral exam

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.