The course aims to acquire the theoretical and methodological principles of educational evaluation. The specific focus is placed on the mastery of concepts and procedures that characterize the evaluation processes in the field of socio-educational services, social welfare, cultural services, The development of methodological and operational skills for the construction and use of assessment tools. Knowledge of the main observation, monitoring and value-attribution techniques (in relation to some specific subjects such as socio-educational contexts, school contexts, the role of the educator, etc.) They are essential training elements for the professional practice of the educator. 
Specifically, the course aims at knowledge and understanding of:
-  Paradigm of educational evaluation
-  Evaluation and self-assessment
-  Functions, forms and timing of evaluation
- Knowledge, construction and administration of detection tools
-  Reliability and validity of the instruments
-  Measuring scales

The first lessons of the course, more epistemological in nature, are aimed at addressing the main issues of evaluation in education through the scientific paradigm of educational evaluation. Then we will move to a more methodological part in which some measurement instruments will be presented with a focus on categories of evaluation and scales of measure, also reasoning in terms of self-assessment. Finally, the study will consider its relationship with evaluation and the concept of research in education, introducing and formulating a research format. 

None.

Knowledge and understanding (K).
- Knowledge of the main lines of the epistemological debate in the field of educational evaluation;
- Knowledge of the survey tools presented in the course;
- Knowledge of the research format and how to constitute a socio-educational research

Applied knowledge and understanding (ACM).
- Knowledge and understanding of the concepts and theories covered by the course;
- Ability to recognise the key steps of educational evaluation;
- Ability to analyse the characteristics of some testing tools and their possible use in school and out-of-school settings.

Autonomy of judgment (making judgements).
- Ability to identify appropriate survey tools for different valuation objects and contexts;
- Ability to administer a range of testing tools and analyse the data collected for a valid and reliable assessment;

Communication skills (communication skills).
- Ability to read and interpret the results of socio-educational surveys;
- Ability to build evaluation tools;
- Ability to communicate administration data with consistent tools.

Ability to learn (learning skills).
- Ability to use knowledge and concepts that allow reasoning according to the specific logic of the assessment;
- Ability to simulate administration;
- 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 organized over two days a week. 
The meetings, depending on the topics discussed, will be based on lectures (during which, in any case, students will be called 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.

Attendance

None.

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. 91

Salvucci M. (2023), La scala PraDISP. Uno strumento per riflettere sulle pratiche didattiche dell’insegnante di scuola primaria, TabEdizioni, Roma, pp. 188, disponibile anche in PDF

D’Ugo R., Montanari C., Salvucci M., Imparare a valutare per insegnare a valutarsi, Edizioni Centro Studi Erickson, Trento, 2024 — Pedagogia più Didattica, Vol. 10, n. 1, maggio 2024, doi: 10.14605/PD101245 — ISSN:2421-2946 — pp. 61-79

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.

Assessment

The objectives are verified by a written examination. 
The evaluation criteria are: 
- relevance and effectiveness of the responses in relation to the content of the programme; 
- the level of articulation of the response; 
- adequacy of the disciplinary language used. 
Each of the criteria is assessed on a four-level scale of values/ratings with equal assigned to each criterion. The final assessment is expressed in trentiths. 

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

Non-attending students are invited to consult the teaching material uploaded on Moodle (slides discussed in class, examples of teaching situations, etc.) through which it will be possible to further study the volumes indicated in the section "Texts of study".

Attendance

None.

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

Salvucci M. (2023), La scala PraDISP. Uno strumento per riflettere sulle pratiche didattiche dell’insegnante di scuola primaria, TabEdizioni, Roma, pp. 188, disponibile anche in PDF

D’Ugo R., Montanari C., Salvucci M., Imparare a valutare per insegnare a valutarsi, Edizioni Centro Studi Erickson, Trento, 2024 — Pedagogia più Didattica, Vol. 10, n. 1, maggio 2024, doi: 10.14605/PD101245 — ISSN:2421-2946 — pp. 61-79

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.

Assessment

The objectives are verified by a written examination. 
The evaluation criteria are: 
- relevance and effectiveness of the responses in relation to the content of the programme; 
- the level of articulation of the response; 
- adequacy of the disciplinary language used. 
Each of the criteria is assessed on a four-level scale of values/ratings with equal assigned to each criterion. The final assessment is expressed in trentiths. 

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.