MODELS OF PEDAGOGICAL DESIGN AND EDUCATIONAL POLICIES - EVALUATION METHODS AND TECHNIQUES

Module EVALUATION METHODS AND TECHNIQUES

Knowledge and comprehension skills (DD1)

• Know the main evaluation paradigms and models adopted in educational contexts and understand their specific characteristics and uses.

• Know the most commonly used evaluation methodologies, techniques, and tools and understand their advantages and limitations.

Applied knowledge and understanding (DD2)

• Ability to select and apply, appropriately and consistently to various educational objects and contexts, the paradigms, approaches, and methodologies learned to plan, monitor, and evaluate an educational project.

• Ability to identify, including through literature research, and develop simple data collection tools and evaluation indicators that are valid, reliable, and appropriate for the educational objects and contexts being evaluated.

Autonomy of judgement (DD3)

• Ability to summarize and critically discuss the differences between various paradigms and approaches to educational evaluation.

• Ability to integrate prior pedagogical knowledge and that developed in the integrated module on educational planning with the theoretical and methodological knowledge acquired during the course, in order to understand the complexity of conducting evaluation research in educational contexts and to assess opportunities and constraints.

Communication skills (DD4)

• Acquire mastery of the specific language of evaluation research in education.

• Be able to communicate, to peers or other stakeholders, including non-specialists, the main paradigms, approaches, methods, tools, and results of evaluation research.

Learning ability (DD5)

• Know how to select and use the results of evaluation research in education for professional development.

• Know how to define, plan, and promote self-evaluation of one's own professional performance and the educational and training contexts in which one may find oneself working.

• General knowledge of the educational-pedagogical and didactic planning.
• Basic knowledge of the main methods and tools of empirical research in education.

• Epistemology and history of educational evaluation
• Objects of evaluation: educational contexts, processes, outcomes, impacts, systems
• Evaluation methods and tools
• Assistance in drafting the evaluation part of the project work (see "Evaluation" section, test no. 2)

• 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).
• Kirkpatrick, D. L. (1979). Techniques for evaluating training programs. Training and Development Journal, 33, pp. 78-92. [Disponibile online: assets.td.org/m/4a306d561507658e/original/TECHNIQUES-FOR-EVALUATING-TRAINING-PROGRAMS.pdf]
• Kirkpatrick, D. L., & Kirkpatrick, W. K. (2022). An Introduction to The New World Kirkpatrick® Model. Kirkpatrick Partners. [Disponibile online: Introduction-to-The-New-World-Kirkpatrick®-Model.pdf]
• Teacher's notes provided by the teacher in electronic format.

Teacher's notes and further study and practice materials will be made available on the MsTeams channel dedicated to this course, which you can subscribe to using the code: p9u3dhu

The assessment consists of passing three tests described below.

1. Individual written test with closed questions on the textbooks suggested for this module.
   [Incidence on the final grade of the module: 50%]
2. Submitting of an evaluation plan as integral part of the educational project required as project work for the module "Models of Pedagogical Design and Educational Policies".
   [Incidence on the final grade of the module: 50%]
3. Oral discussion on the project presented, the feedback and the assessment received (the discussion must be held in a single examination session with the module "Models of Pedagogical Design and Educational Policies" and it can be supported either with one of the two teachers of the integrated course).
   [The discussion does not award an independent score but serves to integrate the assessment of test 2]

Passing tests 1 and 2 is a prerequisite for admission to discussion.

To facilitate students' study, test 1 will be held once before the end of the course, on the date communicated to students in class and on MsTeams. Students who are absent or fail this exam may retake it on the dates scheduled for subsequent exam sessions, except for the one immediately following (1st session).

Test 2 (evaluation plan) must be carried out in a small group, according to the thematic indications and the format that will be provided by the teachers, must be delivered together with the educational project envisaged for the module "Models of Pedagogical Design and Educational Policies", on the MsTeams platform, in the temporal windows communicated to the students through the same means and scheduled appropriately in advance of each appeal. 

The final assessment of the integrated course is made jointly with the teacher responsible for the module "Models of Pedagogical Design and Educational Policies", therefore the final grade is unique.

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.