L'articolo, recuperando le dimensioni della partecipazione, del coinvolgimento e della riflessività descrive la prospettiva di metodo dell'appreciative inquiry e ne analizza le implicazioni a livello di progettazione-implementazione dell'azione didattica e di valutazione dell'apprendimento

La ricerca educativa più recente ribadisce come la qualità dei processi di insegnamento- apprendimento sia connessa alle modalità con cui gli insegnanti considerano e concettualizzano l’insegnamento, l’apprendimento, il curricolo e la valutazione. Sulla scorta di una preliminare rassegna delle principali indagini internazionali sulle concezioni dei docenti, il presente contributo prova a riflettere, in particolare, sulle concezioni che della valutazione hanno i docenti in formazione.

L’enfasi sull’uso dei dati per il miglioramento dei livelli di apprendimento degli studenti rappresenta uno dei trend più evidenti in ambito scolastico. I movimenti di school effectiveness e school improvement hanno esercitato una notevole pressione sugli insegnanti alimentando, spesso, identificazioni immediate e non sempre corrette: se gli studenti ottengono punteggi alti nelle prove abbiamo insegnanti di successo, se gli studenti hanno risultati di livello inferiore, la conclusione è opposta. Performance di livello superiore si possono però ottenere anche attraverso metodi “alternativi” come il teaching to the test e il cheating (Shepard, 2000). Le modalità utilizzate dagli insegnanti per prendere decisioni didattiche rispondenti al contesto classe non sono ancora ben definite e sufficientemente indagate: utilizzare i dati delle rilevazioni su vasta scala per informare le azioni didattiche sembra una pratica incoativa (Wyatt- Smith, 2000). Opportuno, allora, interrogarsi su quanto i dati delle Rilevazioni nazionali INVALSI supportino gli insegnanti a: –– stabilire le priorità dell’insegnamento, anche rispetto a chi presenta difficoltà o ritardi nell’apprendimento; –– ridefinire i metodi didattici; –– considerare se, e come, adattare le pratiche didattiche. Con un richiamo forte all’orientamento internazionale dell’Assessment for learning (Wiliam, 2010), i dati provenienti dalle indagini su larga scala possono essere utilizzati dagli insegnanti, non solo in ottica sistemica, per la progettazione e implementazione di percorsi di miglioramento, ma per restituire agli studenti, attraverso la pratica del formative assessment, informazioni dettagliate sul loro apprendimento e costruire così percorsi riflessivi e meta-cognitivi funzionali a una reale didattica per competenze. Dal punto di vista metodologico, il presente contributo si concentra sui dati delle Rilevazioni nazionali INVALSI condotte nell’a.s. 2013-14 e nell’a.s. 2014-15 e ricorrendo alle informazioni raccolte con il Questionario insegnante si focalizza sulle attività dei docenti di italiano delle classi quinte di scuola primaria. I dati raccolti mostrano come sia profonda la frattura tra le forme del classroom assessment e del large-scale assessment. Quest’ultimo appare quasi “rimosso” dal processo di istruzione, al punto che spesso il senso e la finalità di una simile forma di valutazione rimangono “oscuri” per gli insegnanti.

Starting from this assumptions, the present paper reports on the first step of a larger multiple case study conducted with the students of the Graduate School of Education at the University of Bari (Italy). It is focused on their representations and conceptions of formative assessment (and the practices of self and peer-assessment).

The essay shows a document analysis performed on the educational PhD courses in the years 2000-2007 and reflects on the didactic changes carried by organizational and institutional reforms

What is the difference between experiential learning and reflective learning? What is overlap? And, in what way, however, are they related? The text answering to these questions provides a theoretical analysis of learning and different original practical ideas (activities, resources, tools) impropving those forms of learning both in formal and informal contexts.

In this paper an evaluation study of a public programme that financed a regional network of 157 youth centres in the South of Italy was presented. A theory-based evaluation model was adopted to explore the causal links between different kind of participation experiences. Evaluation questions focused on three main issues: the empowerment perception of the team during the management of the centres; the empowering effect of participation in the organization of the youth centre; and the decision making abilities of the young people involved. After an exploratory study, an on-line structured questionnaire has been administered to all the centres. New youth centres appear as striving to become sustainable enterprises. However, there is a common difficulty to integrate day to day management and sustainability strategies. This difficulty is lower when project leaders participated in the design of the centres together with other young people. Thus, results confirmed that participation in the design was an empowering experience. However, this study warns against some unwanted effects of the participation. For instance, participation processes was a form of decorative consultation for half of the cases. Therefore, empirical evidence suggests further research to focus on the creation of stable participation structures inside the centres to avoid the risk of participation processes without a real effect on decisions.

The growing interest for practical knowledge, as well as the recognition of the role and signi!cance of everyday experience in teacher’s work, fall within the perspective of studies and research aimed to develop theories deeply rooted in the reality and useful to the daily action. In this vein, educational research, in recent years, has focused on di"erent ways of acquiring and transmitting teachers’ professional knowledge. The practice-based studies, highlighting the role of body have exerted a new in#uence in understanding teacher’s work. Drawing on a systematic literature review, this chapter, bringing together body, professional performance and teacher inquiry, tries to critically re#ect on new methodological approaches to researching the dimensions of teachers’ professional development. Starting from the assumption of work as lived and embodied practice the authors drive a critical re#ection on grey zones in educational research in teachers’ professional !eld. Educational implications and methodological recommendations for further developments in professional learning research will be highlighted.

Starting from a critical review of changes and innovations in educational systems, the article, on the basis of a new culture of assessment, focuses on a specific kind of assessment: the classroom-based assessment. In the new assessment and assessment for learning perspective, the article pinpoints the main aspects of an assessment that can anticipate, support and scaffold teaching actions with reliable and valid data on students’ level of learning. This assessment is also functional as a teaching device to foster a meaningful learning in each student. A key aspect for implementing a school system assessment that would be coherent and comprehensive.

Nell’ambito delle attuali riforme in campo scolastico, una rinnovata attenzione è stata posta sugli aspetti di ciò che si insegna, di ciò che si apprende e di come lo si valuta in modo innovativo al fine di promuovere l’apprendimento degli studenti. Gli orientamenti politici e gli indirizzi di ricerca più recenti, a livello nazionale e internazionale, ribadiscono la necessità per gli insegnanti di acquisire e sviluppare competenze tali da garantire un sistema di valutazione di qualità e, al contempo il monitoraggio e la promozione dell’apprendimento. In realtà, diverse ricerche al riguardo hanno già dimostrato come gli insegnanti tendano a non usare i dati e le informazioni acquisite attraverso la valutazione (specie se su larga scala) per il loro decision-making all’interno della classe. Il presente articolo si colloca nell’ambito delle indagini sulla teacher assessment literacy. Nel riportare l’evoluzione di questo concetto prova a individuarne le principali componenti affiancando all’analisi della letteratura gli esiti di un’indagine esplorativa sul campo.

Vocational guidance represents an educational opportunity that involves the incoming students in the analysis of the variables that support the choice of university course, and professors in identifying the most appropriate educational and organizational proposals in relation to personal and social characteristics of freshmen. University can use these best practices of guidance to promote a greater participation of students to university life.???

The evaluation of research in the pedagogic field has been for long time identified as a procedure of justification and guarantee of the scientific system. Today, instead, following the increasing question of measures and ends evaluation to knowledge and anticipatory purposes, the attention is actually set on the results of research. Epistemological and methodological development of evaluation as a scientific knowledge now imposes a serious reflection on the criterions, the methods, the necessary languages not only to pursue an enough degree of correctness, reliability, completeness but to sustain a scientific quality that will be shared, recognizable, communicable, confirmable. A more wide ranging reflection is needed: a reflection that can embank the bureaucratic drift of the structural and institutional approach about evaluation of research. In this regard, C. Coryn and M. Scriven (2008) precise how evaluation of scientific research literature can be wide but, at the same time, is weaken by the lack of consensus about what is a good research (from originality to meaningfulness, from validity to ethicality). Nowadays the debate is focused on the method to be used. The aim of this study is to describe, by a content analysis, the recent practices of pedagogic research (design of research and data collection method) used in published articles (from 2004 to 2008) on most important pedagogical journals.

Within the last few years of the 21st century, the renewed interest in formative assessment has been matched with curricular reforms as well as the development of cognitive psychology. Actual studies provide a multidimensional image of assessment: the attempts to define the components of formative assessment are matched with the enquiries for the individuation of the interconnection modalities between assessment and the teaching-learning process. To arrange an assessment design aimed to guide students towards an even more accurate activity of exploration of one’s own knowledge and abilities represents a difficult step. To obtain benefit form formative assessment new development should focus on conceptualising well-specified approaches built around process and methodology rooted within specific content domains. It is important to understand how formative assessment is intended and consequently implemented in a specific educative system. Starting from this assumption the present paper reports results of a survey aimed to investigate Italian primary teachers’ representations on formative assessment. Although the context of this paper is the Italian school system, we thought the paper highlights issues of formative assessment and forms of teacher training. It has relevance to international debate on teaching, learning, and formative assessment practices and artefacts

The validation of non-formal and informal learning has been part of the European Union political agenda since 2001. The paper presents the results of an action-research project about how the University can reconcile considerations of the strategic value of non-formal and informal knowledge in the perspective of lifelong learning. Specifically, the paper focuses on the Lifelong Learning Centre provided by the University of Bari (Italy) to migrant people and funded by the European Fund for the Integration of non-EU immigrants (EIF).. The paper analyses assumptions, approach, outputs and outcomes of the CAP centre conceived as a form of career guidance to help immigrants to actively shape their life course.

The essay, starting from the actual organization of degree courses (Dublin descrptors) reflects on new features and on the new identy of professional trainer

The article, starting from a survey of existing literature on the relationship between assessment and teaching, illustrates the first results of a more articulated research project which is aimed, firstly to analyze teachers representations on evaluation and relationship with the teaching practice; and secondly, to recover the proposal of teaching evaluation.

The essay analyses with reference to the Italian scientific letterature the possibilities for the learning research that the translation of the English book "A handbook of reflective and experiential learning" can offer.

The political, economic and social redefinition of the concept of work is now running over how we understand and practice learning. The topic of work related learning is conveying a new interest that is declined, however, beyond the institutional and formal boundaries. From a dependency relationship, punctuated by the linear model, "first you learn, then you work", we have passed, in fact, to an incidence of plans: work and learning are now embedded. The book critically reviews the changes and current trends in the world of learning. Starting from a survey of major theories and operational models developed, it analyses the points of intersection between work and learning (learning for work, learning at work, learning through work) and try to identify and define the margins of reflection for educational research (workplace learning, work as opportunity and learning tool).

Come si configura la formazione oggi? Quali i tratti peculiari e quali, inve- ce, gli orientamenti che si profilano all’orizzonte? A queste domande hanno provato a rispondere, secondo diverse prospettive di analisi e diversi punti di vista disciplinari, 31 esperti che la formazione, in Italia, l’hanno fatta e la fanno, la vivono, la interpretano, la studiano. Nuove parole della formazione, nel cercare di identificare criticamente e in modo retrospettivo tendenze, parole chiave, politiche socio-educative del mondo della formazione contemporanea, illustra, da un lato, come sono cambiate le pratiche tradizionali in campo formativo e individua dall’altro, quali sono le “avanguardie”, le nuove pratiche definitesi, nel nostro Paese, negli ultimi anni. Un importante riferimento per studenti, formatori, responsabili della forma- zione interessati a riflettere sulle dinamiche e sulle complessità di un campo professionale in continua trasformazione.

The essay, starting from the premise that it is possible use summative assessment tools for formative purposes (Dylan, 2003), shows the results of an initial monitoring of university exams.

How can be realized self-assessment in Higher Education context? Starting from a critical review of institutional changes in University, the paper focus on main issues and problems faced by educational research on selfassessment, particularly at international level. It then tries to identify future research pathways on this topic. Finally the article presents some key aspects of self-assessment. In the assessment for learning perspective, selfassessment is related to the processes of learning and developing reflection competencies, metacognition and self-regulation fundamental prerequisites for future professionals.

This paper focuses on self-assessment studies in the higher education field. In the assessment for learning perspective, self-assessment is related to reflection, metacognition, and self-regulation: all these aspects are considered as fundamental prerequisites for students’ future professional development. Despite the recognition of self-assessment educational benefits and implications, research so far lags behind the rise in the rates of aligning literature review, research design, and methodology. The study attempts to address this gap in the literature. Based on a critical review of institutional changes in the European higher education context, the paper reflects on main issues and problems faced by educational research on self-assessment. It then tries to identify future research pathways on this topic.

The pushing effect of assessment seems to be in- valid when the focus is the student learning pro- gression. Nowadays the research interests are mainly oriented to identify kinds and models for assess teaching-learning processes and to imple- ment a system of control.The most common as- sessment practice is aimed to gathering students’ opinion about the teaching-learning services and formative pathways.This paper reports on a first step of a research conducted with the students of the Graduate School of Education-University of Bari and it is focused on what they think and know about assessment.

Nowadays, higher education systems are being called to reconsider the aims of assessment if we want that students develop skills and competencies for their future personal and professional life. Although assessment holds an essential position in the higher education field, educational research still seems inchoative. Current studies, especially on an international level, are moving towards the revision of traditional modalities of testing, the individuation of alternative forms of assessment, and above all, the analysis of representations and conceptions that teachers and students have about assessment. The present research is oriented towards this last point: the case study, conducted at the School of Education at University of Bari, Italy, analyses teachers’ and students’ conceptions of assessment. Main results indicate a great level of confusion about assessment both for teachers and students. Several suggestions are discussed for further improvements in the higher education context.

Cosa si intente per teachers’ efficacy? Perché è un riferimento così importante nei tentativi della ricerca didattica di analizzare e interpretare la pratica di insegnamento? Sullo sfondo di queste domande il presente studio ha inteso analizzare il concetto di teachers’ efficacy e costruire uno strumento di osservazione per la sua valutazione. I risultati dell’indagine condotta sul campo, pur con gli intrinseci limiti metodologici, aprono una riflessione su interessanti e inediti percorsi di ricerca didattica.

Contextualise, identify, and describe the characteristics of the teacher’s professional practice is not easy. Recent researches on work and the influence of the concept of practice have contributed to the budding of studies aimed at explaining aspects of the work and at clarifying its features compared to the knowledge and know-how. In the Practice Theory perspective, and considering the work as a performance, this article reports the results of a field study. The present paper draws attention to a particular category of analysis, the dance that not only emphasizes the role of the body and of movement, instead proposes a reading of the work as a practical and situated activity.

starting from the analysis of the concept of transition the article identifies the margins of reflection for educational research in the field of work and of work related learning

I sistemi universitari sono attualmente chiamati a riconsiderare le finalità della valutazione se si intende davvero consentire agli studenti di sviluppare abilità e competenze per il loro futuro personale e professionale. Perseguire tale finalità richiede l’attiva partecipazione degli studenti nel processo di valutazione. Sulla scorta dell’influenza esercitata dalle istanze di accountabilty e di assicurazione della qualità, la valutazione ha finito con l’assumere diverse connotazioni e significati, spesso in conflitto tra loro. La disseminazione dell’outcome-based education dimostra come sia importante rivedere e riconsiderare le politiche educative, i sistemi organizzativi e la progettazione dei corsi universitari. In ambito europeo, la diffusione dei Descrittori di Dublino (sulla scorta del Processo di Bologna, 1999) ha indotto la valutazione a porsi in termini più trasparenti e allineati con gli esiti della formazione universitaria. Di qui la necessità di definire un modello valutativo differente per il processo di insegnamento-apprendimento. Ne conseguono ulteriori domande: la valutazione migliora davvero l’apprendimento degli studenti? I docenti forniscono un feedback appropriato, utile e tempestivo? I dati e i feedback raccolti sull’apprendimento degli studenti sono poi davvero utili al processo di assicurazione della qualità? Consentono agli studenti di riconoscere e comprendere gli elementi che possono indurre un miglioramento nelle loro performance? A partire da un simile quadro il presente articolo riporta gli obiettivi e il disegno di ricerca del progetto IDEA vincitore del concorso di idee per la ricerca bandito dall’ANVUR.

Sullo sfondo del trend globale di riforma dei sistemi educativi il ruolo assunto dalle valutazioni su larga scala è notevolmente aumentato, anche nell’ambi- to del sistema scolastico italiano, chiamato a rispondere alle nuove istanze avanzate dall’accountability. Il pesante impatto di tale valutazione all’interno dei sistemi educa- tivi ha esercitato una pressione notevole sugli insegnanti divenuti ora più consape- voli della necessità di usare dati ed evidenze per orientare le loro decisioni didattiche nel contesto classe. Diversi studi hanno già evidenziato che gli insegnanti tendono a percepire le valutazioni su larga scala come qualcosa di irrilevante e, in alcuni casi, dannoso, per la loro pratica didattica e la loro identità professionale. Sebbene il di- battito scientifico sull’assessment literacy e sull’utilizzo degli standard si sia fortificato, gli insegnanti italiani continuano a considerare la valutazione su larga scala come una valutazione inadeguata e inopportuna. Il presente articolo pone attenzione su alcuni problemi emersi con l’implementazione del sistema nazionale di valutazione del no- stro Paese. In particolare ci soffermeremo su quali concezioni e rappresentazioni gli insegnanti hanno delle Rilevazioni Nazionali Invalsi e, nello specifico, discuteremo di alcuni risultati raccolti attraverso il Questionario Insegnante. Proveremo, infine, a individuare, criticamente, quali sfide si evidenziano nell’implementazione nel nostro Paese di un sistema di valutazione che sia coerente.

New evaluation practices, designed to explore the institutional reforms, seem to distinguish the current Italian University system. The principle of teaching and academic freedom has induced a clear privatization of education and research, fostering a debate focused mostly on immediate resolution of evaluation with a clear production of not relevant models and approaches. This article focuses on the evaluation of research training (PhD courses). It is clear how sophisticated methods and forms of evaluation can fall into a burocratic evaluation; an apparent evaluation, which has no effect real and tangible learning and development.

Il volume, nell’ambito di un dibattito complesso e articolato come quello della valutazione e certificazione delle competenze, presta particolare attenzione alle pratiche e alle strategie valutative da attivare nel gruppo classe per promuovere un apprendimento significativo negli studenti. Sullo sfondo di un’impostazione didattica per competenze, come fare a predisporre una valutazione che consenta di anticipare, accompagnare e sostenere l’azione dell’insegnante con informazioni valide e affidabili sull’apprendimento maturato dagli studenti? La valutazione per l’apprendimento si configura come una risposta plausibile a questo interrogativo. Nell’illustrare le peculiarità, il senso e la finalità di tale valutazione, gli autori, richiamando la vasta letteratura sul formative assessment, si soffermano sulle strategie da utilizzare per implementare una valutazione che sia di supporto efficace e valido per insegnanti e studenti. Una lettura originale e uno strumento essenziale per gli insegnanti, così come per gli studiosi e i professionisti del settore educativo e scolastico, su temi e aspetti di viva attualità nel sistema scolastico italiano.