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 with 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 devoted to the analysis of concrete examples of monitoring tools for detection:

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

- of the applied educational practices

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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 theoretical and methodological approaches to research in education.

Applying knowledge and understanding.

· Knowledge and understanding of the concepts and theories provided 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 school and extracurricular settings.

Making judgements.

· Ability to identify appropriate 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 and out of school environments;

· 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 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

In-depth seminars

Teaching

The teaching 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 assessment tools

Innovative teaching methods

meetings with those responsible for educational services - guided tours in socio-educational services

Attendance

The course does not include any obligation to attend

Course books

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

Genova A., Disabilità: tra barriere istituzionali e violenza simbolica, Il Mulino Editore, BO, 2023

Assessment

The expected objectives are verified through an oral exam

The evaluation criteria are as follows: - relevance and effectiveness of the responses in relation to the contents of the programme; - the level of articulation of the response; - adequacy of the disciplinary language used.

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

Insights, optional term papers

Attendance

no

Course books

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

Genova A., Disabilità: tra barriere istituzionali e violenza simbolica, Il Mulino Editore, BO, 2023

Assessment

The expected objectives are verified through an oral exam

The evaluation criteria are as follows: - relevance and effectiveness of the responses in relation to the contents of the programme; - the level of articulation of the response; - adequacy of the disciplinary language used.

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.