Modern Philology

GIORGIO ASQUINI
GIORGIO ASQUINI

• To know and understand general topics and problems related to the fields of study of the educational sciences.
• Knowing how to interpret information and be able to reflect on the problems related to the field of study, showing that it has acquired a scientific attitude and possesses a critical and self-critical capacity.
• To develop instrumental skills (writing, oral expression, informatics and foreign languages) in order to favor the ability to know how to relate with others, identify oneself in one's job role and know how to work in a group.
• Ability to learn or possess the skills necessary to undertake further studies with a high degree of autonomy, to integrate into the constantly changing world of work and become an active part of society.

At the end of the course, students must demonstrate: knowledge and understanding of educational issues and problems based on experience and reference data; the ability to find up-to-date information on the topics covered and connect it with the theoretical content presented in the course; the ability to interpret information and reflect on issues related to the field of study, demonstrating a scientific approach and critical and self-critical skills; the ability to develop instrumental skills (writing, speaking, and computer skills) for work on course topics; the ability to interact with colleagues and work in groups; the ability to publicly present in-depth work on assigned course topics; the ability to use the tools of an e-learning platform collaboratively.

Skills in critical reading and reflection on educational issues. Ability to present in a public setting.

The overall objective of the course is to enhance critical reflection on the key themes of educational research in the pedagogical field. Specifically, issues related to research methodology will be addressed through a critical analysis of the Training Research conducted by CRESPI (Interuniversity Educational Research Center on Teacher Professionalism). A reflection on the various assessment methods adopted in an educational context will be offered, with a critical analysis of differing perspectives on the educational relationship. Furthermore, operational methods for assessing the effectiveness of an assessment test and the related scoring in an educational context will be considered. Small-group activities will be conducted, including presentations to be presented during class.

- Asquini, G., Piria, L., Elementi essenziali di item analisi e statistiche descrittive, in Pagnoncelli L. (Ed.) – Formazione e valutazione dell’apprendimento, Roma, Anicia, 1998, pp.269-306 (only pages 284-306; provided by the teacher)
- Asquini, G., Analisi dei dati per la validazione delle prove, Modulo 6 de Cecconi, L. La valutazione nel e del sistema dell’istruzione, Invalsi, Frascati, 2005 (provided by the teacher)
- Asquini, G., Che cosa ci dicono le risposte delle domande: item analisi classiche e item response theory, in Valutare in Matematica - Notiziario U.M.I., Novembre 2006 (part b), pp.13.22. (provided by the teacher)
- Asquini, G., (a cura di), La Ricerca-Formazione, Milano, FrancoAngeli, 2018 (chapters 1, 5, 10.5, 10.6, 11)
- Corsini, C., La valutazione che educa, Milano, FrancoAngeli, 2023
- Pennac, D., Diario di scuola, Milano, Feltrinelli, 2008 (2012)

The course includes a series of lectures on the texts/topics included in the study programs. For both modules, a specific course will be offered on the University's e-learning platform (Moodle), which will provide exam materials, including copyright-free texts. Use of the platform will foster reflection and debate on current events related to education and educational policies, as well as allowing students to complete the required small-group activities.

Attendance is not mandatory, but it is strongly recommended to better understand the course content and participate in the small group activities.

Written test for attending and non-attending students. The exam consists of a mix of closed-ended and open-ended questions on the course texts/topics, divided as follows: 4-5 questions on Research-Training; 5-6 questions on educational evaluation; 4-5 questions on item analysis and score analysis; and 5-6 questions on different points of view on education. The exam will be graded based on the number of correct answers (with no penalty for incorrect answers) for closed-ended questions and the quality of the answers to open-ended questions (with three levels of answer accuracy).

- What are the 5 points of Research-Training?
- What is the role of the teacher in Research-Training?
- What characteristics does a formative assessment have?
- What does a criteria evaluation consist of?
- How is the discrimination index measured? –
- What is the unit of measurement of the Rasch model?
- According to Pennac, what is the most widespread fear among students?
- Why is empathy an important characteristic for teaching?

• Course
  Introduction - First Lesson
  • Books: Presentation
    
    provided by the teacher


• Research-Training
  - Lessons 2 and 3
  • Books: Asquini, G., (a cura di), La
    
    Ricerca-Formazione, Milano, FrancoAngeli, 2018 (chapters 1, 5, 10.5, 10.6, 11)


• Reflections
  on Educational Evaluation - From Lesson 4 to Lesson 10
  • Books: Corsini, C., La valutazione che educa,
    
    Milano, FrancoAngeli, 2023


• Item
  analysis - From lesson 11 to lesson 14
  • Books: Asquini, G., Piria, L., Elementi essenziali
    
    di item analisi e statistiche descrittive, in Pagnoncelli L. (a cura di)
    
    Formazione e valutazione dell’apprendimento, Roma, Anicia, 1998, pp.269-306 (only
    
    pages 284-306); - Asquini, G., Analisi dei dati per la validazione delle prove,
    
    Modulo 6 de Cecconi, L. La valutazione nel e del sistema dell’istruzione,
    
    Invalsi, Frascati, 2005


• Reflections
  on Diario di scuola - From Lesson 15 to Lesson 19
  • Books: Pennac, D., Diario di scuola, Milano,
    
    Feltrinelli, 2008 (2012)