MODELS OF PEDAGOGICAL DESIGN AND EDUCATIONAL POLICIES - EVALUATION METHODS AND TECHNIQUESModule EVALUATION METHODS AND TECHNIQUES
Academic Year 2022/2023 - Teacher: GIUSEPPE CARMELO PILLERAExpected Learning Outcomes
The course aims to provide a theoretical framework of the evaluation in educational contexts, including system evaluation, and to enable the acquisition of methodologies and tools useful for the evaluation of contexts, processes, outcomes, impacts in education and training. At the end of the course, students will be familiar with the main paradigms and models of evaluation, the most commonly used methodologies, techniques and tools, and they will be able to apply them appropriately and consistently in the planning of monitoring and evaluation of pedagogical, educational and didactic design.
Course Structure
The teaching methods pursue a balance between theoretical and professional contents. With this in mind, there will be an integration between participatory lectures, dedicated to the theoretical foundations of the discipline, and active learning phases, characterised by practical activities using methodologies such as case histories, tutorials and exercises, simulation and design, group work and reflection.
Required Prerequisites
- General knowledge of the educational-pedagogical and didactic planning.
- Basic knowledge of the main methods and tools of empirical research in education.
Attendance of Lessons
Attendance is not compulsory, but strongly recommended. During classroom activities, students will have the opportunity to actively work on the learning content covered in the course and will be guided in a series of activities aimed at the realisation of project work.
Detailed Course Content
- Epistemology and history of educational evaluation
- Objects of evaluation: educational contexts, processes, outcomes, impacts, systems
- Evaluation methods and tools
- Evaluation design and data analysis activities
Textbook Information
- Reference handbook: Galliani Luciano (2015) (a cura di). L’agire valutativo. Brescia: Editrice La Scuola (chapters: from 1 to 5, from 7 to 10, from 12 to 15, from 17 to 19).
- Lecture notes provided by the teacher in electronic format.
Course Planning
| Subjects | Text References | |
|---|---|---|
| 1 | Epistemology and history of educational evaluation | Galliani L. (2015) (ed.). "L’agire valutativo". Brescia: Editrice La Scuola. Introduction and chapters 1 and 2. |
| 2 | Social and political dimensions, categories and functions of the evaluation | Galliani L. (2015) (ed.). "L’agire valutativo". Brescia: Editrice La Scuola. Chapters 3 and 4. |
| 3 | Evaluation of the training process and its impacts | Galliani L. (2015) (ed.). "L’agire valutativo". Brescia: Editrice La Scuola. Chapters 5 and 10. |
| 4 | Assessment of learning outcomes, recognition, assessment and certification of competencies | Galliani L. (2015) (ed.). "L’agire valutativo". Brescia: Editrice La Scuola. Chapters 7, 8 and 9. |
| 5 | Quality assurance, accreditation and certification of educational organizations | Galliani L. (2015) (ed.). "L’agire valutativo". Brescia: Editrice La Scuola. Chapter 19. |
| 6 | System evaluation and educational policies, INVALSI and the National Evaluation System | Galliani L. (2015) (ed.). "L’agire valutativo". Brescia: Editrice La Scuola. Chapters 17 and 18. |
| 7 | Quantitative-experimental, qualitative-hermeneutic and mixed evaluation methods | Galliani L. (2015) (ed.). "L’agire valutativo". Brescia: Editrice La Scuola. Chapter 12. |
| 8 | Structured and semi-structured instruments for the assessment | Galliani L. (2015) (ed.). "L’agire valutativo". Brescia: Editrice La Scuola. Chapters 13 and 14. |
| 9 | The evaluation inquiry: observation, questionnaires, interviews | Galliani L. (2015) (ed.). "L’agire valutativo". Brescia: Editrice La Scuola. Chapter 15. |
| 10 | Construction of an evaluation plan | Lectures notes. |
| 11 | Identification, construction and use of evaluation instruments | Lectures notes. |
| 12 | Basic techniques and tools for analyzing quantitative and qualitative data | Lectures notes. |
Learning Assessment
Learning Assessment Procedures
The assessment consists of passing three tasks described below.
- Individual written test with closed questions on the handbook (the test affects the final grade to the extent of 30%).
- Submitting of an evaluation plan, referring to and attached to the educational project (carried out in a group or, if the course is not attended, also individually) required as project work for the integrated course in "Modelli di progettazione pedagogica e politiche educative" (the task affects the final grade to the extent of 40%).
- Individual oral examination to discuss the evaluation plan submitted (the task affects the final grade to the extent of 30%).
Those who fail the task 1 (test) and/or the task 2 (evaluation plan) must take task 3 (oral examination) on the entire programme.
Non-attending students may contact directly the teacher for clarification about the course.
Erasmus students may agree with the teacher on a specific examination programme and alternative modes of assessment.
Examples of frequently asked questions and / or exercises
Please refer to the index of concepts at the end of the handbook.