Modern Philology

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.

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

- 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)

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).

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.

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.

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

- 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)

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).

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.