INSTRUCTIONAL DESIGN AND EDUCATIONAL EVALUATION
Learning outcomes of the course unit
By critically analysing the current debate on the programming and evaluation of training courses and the examination of planning documents and evaluation research contributions, students will be able to: 1) arrive at a greater understanding of their own beliefs (connected to personal experience at school and university) in relation to planning and evaluation in the educational field; 2) identify meanings, uses and problems in planning and evaluation in education; 3) the use of different strategies, instruments and planning and evaluation procedures in training interventions.
Course contents summary
1. Implicit beliefs relating to planning and evaluation in the educational field.
2. Meanings, uses and problems in planning and evaluating training courses.
3. Strategies, instruments and procedures in planning and evaluating training interventions.
The following texts are obligatory:
1. D. Lipari, Progettazione e valutazione nei processi formativi, Edizioni Lavoro, Roma 2002.
2. M. L. Giovannini (a cura di), La valutazione delle innovazioni nella scuola, Cappelli Editore, Bologna 1988 (pp. 9-25; 49-59).
3. M. L. Giovannini - M. Marcuccio, Per la valutazione di un progetto sui rientri a scuola dalla formazione professionale, Carocci, Roma 2004.
The course will take an active form (interactive lessons, mini case studies, analysis of authentic documents, micro-simulations) and will continually make the most of the direct experiences of the participants and the interaction between the students. Classroom activities will be accompanied by the use of authentic materials and computer presentations.
Assessment methods and criteria
The learning process will be closely monitored during classroom activities through feedback.
Students will be evaluated by written exam, two and a half hours in duration, which includes both open and closed questions. Students will be able to improve their evaluation during the oral exam.