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Pedagogical sciences and educational planning

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

Academic Year 2024/2025 - Teacher: GIUSEPPE CARMELO PILLERA

Expected 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

 SubjectsText References
1Epistemology of educational evaluationGalliani L. (2015) (ed.). "L’agire valutativo". Brescia: Editrice La Scuola. Introduction and chapter 1.
2Social and political dimensions of the evaluationGalliani L. (2015) (ed.). "L’agire valutativo". Brescia: Editrice La Scuola.  Chapter 3.
3Categories, moments and functions of the evaluationGalliani L. (2015) (ed.). "L’agire valutativo". Brescia: Editrice La Scuola.  Chapter 4.
4Evaluation of the training process and its impactsGalliani L. (2015) (ed.). "L’agire valutativo". Brescia: Editrice La Scuola.  Chapters 5 and 10.
5Assessment of learning outcomes, recognition, assessment and certification of competenciesGalliani L. (2015) (ed.). "L’agire valutativo". Brescia: Editrice La Scuola.  Chapters 7, 8 and 9.
6Quality assurance, accreditation and certification of educational organizationsGalliani L. (2015) (ed.). "L’agire valutativo". Brescia: Editrice La Scuola.  Chapter 19.
7System evaluation and educational policies, INVALSI and the National Evaluation SystemGalliani L. (2015) (ed.). "L’agire valutativo". Brescia: Editrice La Scuola.  Chapters 17 and 18.
8Quantitative-experimental, qualitative-hermeneutic and mixed evaluation methodsGalliani L. (2015) (ed.). "L’agire valutativo". Brescia: Editrice La Scuola.  Chapter 12.
9Identification, construction and validation of the indicatorsStudy notes provided by the teacher
10Structured and semi-structured instruments for the assessmentGalliani L. (2015) (ed.). "L’agire valutativo". Brescia: Editrice La Scuola.  Chapters 13 and 14.
11The evaluation inquiry: observation, questionnaires, interviewsGalliani L. (2015) (ed.). "L’agire valutativo". Brescia: Editrice La Scuola.  Chapter 15.

Learning Assessment

Learning Assessment Procedures

The assessment consists of passing three tasks described below.

  1. Individual written test with closed questions on the handbook.
  2. Submitting of an evaluation plan as integral part of the educational project (carried out in a small group) required as project work for the module "Models of Pedagogical Design and Educational Policies".
  3. Individual oral examination to discuss the submitted evaluation plan (the discussion must be held in a single examination session with the module "Models of Pedagogical Design and Educational Policies" and the discussion can be supported either with one of the two teachers of the integrated module).

Passing tests 1 and 2 is a prerequisite for admission to test 3.

Test 1 is held by the end of the course, on the date communicated to students in class and on MsTeams. If the test is not passed, it can be re-attempted on the dates scheduled for the individual exams.

Test 2 (evaluation plan) 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 windows communicated to the students through the same means and scheduled appropriately in advance of each appeal. 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.

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.