Primary teacher education

The course, divided into two modules in close integration with each other, has the general objective of presenting the main theories and operational dimensions of evaluation with particular reference to their application to the educational contexts of kindergarten and primary school. The reflection is placed in a historical-cultural dimension concerning educational research and teachers' training to introduce the subject's general themes and problems on a double theoretical and methodological level. MODULE 1: starting from an introduction to the theory of evaluation, the dimensions underlying the evaluation processes will be deepened and the different evaluation models described through the presentation of different tools that can be used in the reference training contexts and thus deepening the relationship between theory and practice. MODULE 2: theories and methodologies useful for planning, designing, and implementing effective evaluation interventions in kindergarten and primary school contexts will be presented, with particular reference to observation and documentation techniques aimed at evaluation. Through case studies, experiences of evaluating training actions will be critically analyzed, the use of the tools in context will be exemplified.

Basic skills; Research skills; Knowledge of the kindergarten context and the primary school context; Knowledge of multimedia tools

The course, divided into two modules, will refer to online consultation materials and the following texts: A) two of the following texts (Module 1): - Trinchero (2012). Costruire, valutare, certificare competenze. Franco Angeli - Castoldi (2019) Rubriche Valutative. Guidare l’espressione del giudizio. Utet - Nigris, Agrusti (a cura di) (2021) Valutare per apprendere, Pearson - Benvenuto, G., González I.S.M., Lanciano N., Passolunghi, M.C. (2018) (a cura di). Test Di Valutazione Precoce Della Competenza Matematica. Uno strumento per l'infanzia e la primaria. Adattamento italiano Early Numeracy Test – Revised (ENT-R) di J. Van Luit e B. Van de Rijt, Roma, Anicia. B) the following texts (Module 2) - Rossella D’Ugo, The quality of the Kindergarten, the PraDisi rating scale, ed. FrancoAngeli, Milan 2013. - Sabrina Bonaccini, Valuing skills. Evaluation at the nursery and kindergarten, ED. Junior, Parma 2018. C) the course handout (available in Moodle at the beginning of the course): - National Indications 2012 (http://www.indicazioninazionali.it/2018/08/26/ indications-2012 /) - National Indications and New Scenarios (https://www.miur.gov.it/documents/20182/0/ National + indications + and + new + scenarios /) - Guidelines for the certification of skills in the first cycle of education (D.M. 742/2017) https://www.miur.gov.it/-/linee-guida-certificazione-delle-competenze - Pedagogical guidelines for the 0-6 system (https://www.ificazione.it/sistema-integrato-06/)

During the course, there are lectures dedicated to the presentation of theoretical and functional concepts and models for the study of the texts in the program; seminars dedicated to the topics of assessment and observation in the contexts of kindergarten and primary school exercises and group work aimed at the use of the assessment and observation tools presented and discussed. To facilitate the achievement of the expected training objectives and the expected learning outcomes in terms of knowledge, the following methods will be used: both frontal and participatory lessons; presentation of texts and preparation of questions; organization of seminars with teachers/researchers. To facilitate the achievement of the expected training objectives and the expected skills and abilities, the simulation methods of evaluation, observation, and documentation cases will be used in the contexts of kindergarten and primary school; The different methods of development are in strong integration with each other and provide moments of connections between the various themes in the form of position of questions.

optional

For attending students, the assessment methods include: a) practical activities using the Moodle platform and the forums; Attending students will be asked to discuss and design evaluation tools for internship contexts and/or for the analysis of learning contexts. The formative evaluation will be carried out in the form of tasks to be uploaded on the platform and will keep track in terms of ongoing evaluation b) an oral interview on the topics covered in class and present in the study texts. For students who have not been able to attend the course, the oral exam consists of an in-depth interview on the topics covered in the study texts. Students who cannot attend classes are invited to contact the teachers to define the study of supplementary text

During the course, there are lectures dedicated to the presentation of theoretical and functional concepts and models for the study of the texts in the program; seminars dedicated to the topics of assessment and observation in the contexts of kindergarten and primary school exercises and group work aimed at the use of the assessment and observation tools presented and discussed. To facilitate the achievement of the expected training objectives and the expected learning outcomes in terms of knowledge, the following methods will be used: both frontal and participatory lessons; presentation of texts and preparation of questions; organisation of seminars with teachers/researchers. To facilitate the achievement of the expected training objectives and the expected skills and abilities, the simulation methods of evaluation, observation, and documentation cases will be used in the contexts of kindergarten and primary school; The different methods of development are in strong integration with each other and provide moments of connections between the various themes in the form of position of questions.

MODULE 2: Theories and methodologies useful for planning, designing and implementing effective evaluation interventions in pre-school and primary school contexts will be presented, with particular reference to observation and documentation techniques aimed at evaluation. Case studies will be used to critically analyse experiences of evaluation of training actions and to exemplify the use of tools in context.

Basic skills; Research skills; Knowledge of pre-school context and primary school context; Knowledge of multimedia tools

Il corso, diviso in due moduli farà riferimento a materiali di consultazione on-line e a testi di seguito riportati: A) due tra i seguenti testi (Modulo 1): Trinchero (2012). Costruire, valutare, certificare competenze. Franco Angeli - Castoldi. (2019) Rubriche Valutative. Guidare l’espressione del giudizio. Utet - Benvenuto, G., González I.S.M., Lanciano N., Passolunghi, M.C. (2018) (a cura di). Test Di Valutazione Precoce Della Competenza Matematica. Uno strumento per l'infanzia e la primaria. Adattamento italiano Early Numeracy Test – Revised (ENT-R) di J. Van Luit e B. Van de Rijt, Roma, Anicia. B) i seguenti testi (Modulo 2) - Rossella D’Ugo, La qualità della Scuola dell’infanzia, la scala di valutazione PraDisi, ed. FrancoAngeli, Milano 2013. - Sabrina Bonaccini, Dare valore alle competenze. La valutazione al nido e alla scuola dell’infanzia, ED. Junior, Parma 2018. C) la dispensa del corso (disponibile in Moodle all’inizio del corso): - Indicazioni Nazionali 2012 (http://www.indicazioninazionali.it/2018/08/26/ indicazioni-2012/) - Indicazioni Nazionali e Nuovi Scenari (https://www.miur.gov.it/documents/20182/0/ Indicazioni+nazionali+e+nuovi+scenari/) - Linee guida per la certificazione delle competenze nel primo ciclo di istruzione (D.M. 742/2017) https://www.miur.gov.it/-/linee-guida-certificazione-delle-competenze

Lectures and seminars

Oral exam

Lectures and seminars