LABORATORY VERIFICATION AND EVALUATION METHODS AND TECHNIQUES

Module METHODS AND TECHNIQUES OF VERIFICATION AND EVALUATION

Knowledge and comprehension skills (DD1)

• To be familiar with the main evaluation paradigms and models used in educational contexts and to understand their specific characteristics and applications.
• To be familiar with the most commonly used evaluation and assessment methodologies, techniques and tools in the field of education, with particular reference to nursery and primary school settings, and to understand their advantages and limitations.

Applied knowledge and understanding (DD2)

• To be able to select and apply, in a manner that is appropriate and consistent with the various educational subjects, issues and contexts, the evaluation and assessment paradigms, approaches and methodologies learnt, for diagnostic, formative and summative purposes.
• To be able to identify, including through bibliographic research, and to be able to develop simple evaluation and assessment tools, incorporating valid, reliable and appropriate indicators for the educational subjects or contexts under observation.

• To be able to summarise and critically discuss the differences between the various paradigms, approaches and tools used in educational evaluation, with specific reference to the contexts of nursery and primary schools.
• To be able to integrate prior pedagogical and didactic knowledge with the theoretical and methodological knowledge acquired during the course, in order to understand the complexity of observation and evaluation in early childhood education settings and to be able to apply this knowledge to improve professional practices and environments, taking into account contextual opportunities and constraints.

Communication skills (DD4)

• To master the specific terminology of assessment studies and evaluative research in education.
• To be able to communicate the main paradigms, approaches, methods, tools and findings of evaluative research to peers and other stakeholders, including non-specialists.

Learning ability (DD5)

• Be able to select and utilise the findings of evaluative research in education for professional development.
• Be able to define, design and promote self-evaluation of one’s own professional practice and of the educational and training contexts in which one may find oneself working.

• Knowledge of general didactics and disciplinary teaching.
• Knowledge of the main methods, designs and tools of empirical research in the educational field, as well as understanding and ability to apply the fundamental univariate statistical procedures (central tendency indices, dispersion indices, distribution analysis) and bivariate (association analysis, tests of statistical significance of the differences).

Attendance at the laboratory (1 credit) is mandatory.

Attendance of the course (6 credits) is not mandatory but is strongly recommended, taking into account the complexity of the subject and its nature of practical knowledge.

Non-attending working students can contact the teacher for clarifications on the program. 

Erasmus students can agree on a facilitated exam program after speaking with the teacher.

At the end of the course, students will know the main paradigms and models of assessment and evaluation and the most used methodologies, techniques and tools and they will be able to apply them in an adequate and coherent manner in planning the monitoring and evaluation of pedagogical, educational and didactic design and assessment of the learning outcomes.

• Castoldi M. (2012). Valutare a scuola. Dagli apprendimenti alla valutazione di sistema. Carocci editore.
• Corsini C. (2025). La fabbrica dei voti. Sull'utilità e il danno della valutazione a scuola. Editori Laterza.

The recommended texts will be supplemented by handouts provided by the lecturer.

Learning outcomes are assessed through two tests:

• the written test, which will consist of a multiple-choice test, will account for 50 per cent;
• the oral examination, which will consist of an interview, will account for the remaining 50 per cent.

Both examinations are designed to assess the extent to which the expected learning outcomes have been achieved; specifically, knowledge of theoretical and methodological content (for the written examination) and the ability to apply this knowledge to the analysis or discussion of situations and case studies in the field of education (for the oral examination).

Grades for both assessments will be expressed out of 30. A pass mark of at least 18/30 in the written assessment, and the attendance at the workshop linked to the course are required in order to sit the oral.

The oral examination will also be marked out of 30, based on the following marking scheme.

• 18–20 (sufficient): Knowledge, understanding and the ability to apply the examination topics are barely sufficient; the use of language and clarity of presentation are at least acceptable; critical thinking and independent judgement may still appear uncertain.
• 21–23 (fair): Knowledge, understanding and the ability to apply the examination topics are sufficient; language proficiency and clarity of presentation are more than acceptable, and critical thinking and independent judgement are showing signs of development.
• 24–26 (good): Knowledge, understanding and the ability to apply the examination topics are satisfactory; command of language and clarity of presentation are adequate; critical thinking and independent judgement are sufficiently mature.
• 27–30 (excellent): Knowledge, understanding and the ability to apply the examination topics are fully satisfactory; the use of language and clarity of presentation are outstanding; critical thinking and independent judgement are well developed.
• 30 with honours: Knowledge, understanding and the ability to apply the examination topics are excellent; the use of language and clarity of presentation are brilliant; critical thinking and independent judgement are highly developed.

The final mark will also take into account, as a weighted average, the mark achieved in the workshop linked to the course.

Non-attending students may contact directly the teacher for clarification about the course and the esaminations. 

Students with disabilities or with certified Specific Learning Difficulties (SLD) are entitled to specific support services and reasonable adjustments to teaching and assessment. To this end, students must contact the CINAP (Centro per l'Integrazione Attiva e Partecipata) at the University of Catania in advance, agreeing with the teacher and the Centre on the most suitable and personalised arrangements for carrying out their study activities and sitting examinations.

Erasmus students may agree with the teacher on a specific examination programme, and alternative handsbook and modes of assessment.

• Hubs, purposes, dimensions of evaluation and assessment processes in education.
• Requirements and approaches for evaluation and assessment.
• The methodological framework for evaluative investigation.
• Tools for evaluating and assessing.
• Pedagogical reflection on learning evaluation and assessment.
• Formative assessment and summative assessment.
• Assessment of skills.
• Authentic assessment, real-world assignments and rubrics for assessment.
• From grade to descriptive judgment in primary school.
• The conditions for evaluating at school.
• The use of feedback.
• Peer evaluation strategies.
• Self-evaluative strategies.
• The assessment to promote cognitive strategies.
• Teaching evaluation.
• Self-evaluation of the schools.
• The evaluation of school systems.