MODELS OF PEDAGOGICAL DESIGN AND EDUCATIONAL POLICIES - EVALUATION METHODS AND TECHNIQUESModule EVALUATION METHODS AND TECHNIQUES
Academic Year 2023/2024 - 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).
- Teacher's notes provided by the teacher in electronic format.
Teacher's notes and further practice and study materials will be made available on the MsTeams channel dedicated to this course, which you can subscribe to using the code: p9u3dhu
Course Planning
| Subjects | Text References | |
|---|---|---|
| 1 | Epistemology of educational evaluation | Galliani L. (2015) (ed.). "L’agire valutativo". Brescia: Editrice La Scuola. Introduction and chapter 1. |
| 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 | |
| 11 | Identification, construction and validation of the indicators | |
| 12 | Identification, construction and use of evaluation instruments | |
| 13 | Basic techniques and tools for analyzing quantitative and qualitative data |
Learning Assessment
Learning Assessment Procedures
The assessment consists of passing three tasks described below.
- Individual written test with closed questions on the handbook.
- Submitting of an evaluation plan as integral part of the educational project (carried out in a group or, if the course is not attended, also individually) required as project work for the module "Models of Pedagogical Design and Educational Policies".
- Individual oral examination to discuss the submitted evaluation plan and the mistakes made in test 1 (the discussion must be held in a single examination session with the module "Models of Pedagogical Design and Educational Policies").
Passing tests 1 and 2 is a prerequisite for admission to test 3.
Test 1 is due within the first week of December, on a date communicated to the students in class and on MsTeams.
Test 2 (evaluation plan) is due by 15 December, together with the educational project required as project work for the module "Models of Pedagogical Design and Educational Policies", on a date notified to students in class and on MsTeams. The assessment of test 2 is made jointly with the teacher responsible for the module "Models of Pedagogical Design and Educational Policies" and the final grade is unique. The assessment of the test is provided to students the first week of class in January.
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.