B002997 - THEORIES AND METHODS IN EDUCATIONAL PLANNING AND ASSESSEMENT

School curriculum programming, instructional design theories and models, school evaluation, in the reformed school.
The vocabulary of didactics.
Ends, objectives, and competences.
Phases and instruments of instructional design.
Principles and methods of school evaluation. Case studies
Certification and assessment of skills and competences.
The digital competence in the school.
Evaluation of school systems and the international comparative surveys.

- C. CAPPERUCCI, C. CARTEI, Curricolo e intercultura. Problemi, metodi, strumenti. Franco Angeli ed., Milano, 2010
- B. VERTECCHI, Manuale della valutazione. Analisi degli apprendimenti e dei contesti. Franco Angeli, ed. Milano, 2003
- A. CALVANI, A. FINI, M. RANIERI, La competenza digitale nella scuola. Erickson ed., Firenze, 2010
- M. T. SINISCALCO, R. BOLLETTA, M. MAYER, S. POZIO, Le valutazioni internazionali e la scuola italiana, Zanichelli, Bologna, 2008.

- approaches, methods and instruments for curriculum programming and instructional design in the reformed school; different approaches and techniques of school evaluation
- the concepts of quality and equity as ends of school systems
- characteristic and change of school systems: how to describe them
- the concept of digital competence founded on educative bases: its multidimensionality and complexity
- international comparative surveys on students’ achievement: history, approaches and results. The domains of PISA (Programme for International Student Assessment); methodologies and instruments for data analysis and interpretation.
COMPETENCES:
- to be able to project educative activity (choosing the appropriate didactic strategies), with the end of enhancing competence, both for curricular and for extra-curricular programmes; to be able to define and implement appropriate evaluation instrument to assess the result of learning activity
- to be able to define didactic strategies to enhance and polarize the students’ digital competences according to educative purposes. To be able to implement the instruments to evaluate the results of it.
- To be able to read and interpret reports of international comparative surveys on school systems and to interrogate the databases downloadable from Internet.
- to be able to interpret the value of the knowledge deriving form analysis on PISA’s data.

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Frontal lesson, guided discovery lesson, construction of concept maps, case studies, practice, workshop

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oral examination

School curriculum programs, instructional design theories and models, and school evaluation, in the reformed school. The change of school systems: decentralization and autonomy (self-government) of school institution. Different models in the world.
Quality and equity of school systems.
The “competence”: the general concept and its application; European Union guidelines and Italian laws and practice.
The vocabulary of didactics: principles of instructional design, evidence based education (EBE): from behaviourism to socio-constructivism and to Cognitive Load Theory
Ends, objectives, and competences of the process of learning.
Phases and instruments of instructional design.
Principles of Special Education.
Principles and methods of school evaluation. Case studies and practice
Certification and assessment of skills and competences.
The digital competence in the school. Definition of the concept and an instrument to evaluate it.
Evaluation of school systems and the international comparative surveys. History and approaches.
PISA (Programme for International Students Assessment): framework and results. The three domains: reading, mathematics and science.