My thesis starts from the idea that evaluation is a multidimensional concept, whose meaning changes according to the contexts and perspectives adopted; the issue is very complicated and becomes even more complicated, as many essays and studies underline, when dealing with the topic of school evaluation, including system evaluation, context evaluation and student assessment. Starting from a semantic analysis of some keywords used in the field of educational evaluation, thanks to a series of studies on the topic, I examined some of the main European and national regulations that have oriented and still orient evaluation practices at school, with particular attention to primary school, highlighting the central role of evaluation in the teaching function, between explicit and implicit aspects. In school, indeed, evaluative judgment is influenced not only by explicit factors but also by implicit factors such as expectations and values of the different social actors involved in teaching/learning experiences. Starting from the studies on hidden curriculum and with reference to my experience as a teacher, I try to highlight that understanding those factors can help students and teachers to become aware of their learning experiences, thus promoting formative and humanistic form of evaluations. Despite a large international debate about formative and humanistic evaluation, it is necessary, in my opinion, a new culture of educational evaluation, to enhance the collaboration between society, school and the world of research and university.
La mia tesi parte dall’idea che la valutazione è un concetto multidimensionale, il cui significato varia in base ai contesti e alle prospettive adottate; la questione è molto complicata e si complica ancora di più, come si legge in molti saggi e studi, quando si affronta il tema della valutazione scolastica, tra valutazione di sistema, di contesto e del profitto. Partendo da un'analisi semantica di alcune parole chiave utilizzate nell’ambito della educational evaluation, grazie a una serie di studi sul tema ho esaminato alcune delle principali normative europee e nazionali che hanno orientato e che ancora orientano la pratica valutativa a scuola, con particolare riguardo alla primaria, evidenziando il ruolo centrale della valutazione nella funzione docente, tra aspetti espliciti e impliciti. Nella scuola, infatti, il giudizio valutativo è influenzato non solo da fattori espliciti ma anche da fattori impliciti come le aspettative e i valori di riferimento dei vari attori sociali coinvolti nelle esperienze di insegnamento/apprendimento. Rapportandomi agli studi sul curricolo latente e in relazione alla mia esperienza di insegnante, ho messo in luce come rendere espliciti tali fattori possa favorire una maggiore consapevolezza in docenti e studenti circa la loro esperienza di apprendimento, promuovendo un approccio valutativo formativo e umanistico. Nonostante un vasto dibattito internazionale in tema di valutazione formativa e umanistica, è necessaria, a mio parere, una nuova cultura della valutazione educativa, che favorisca la collaborazione tra società, scuola e mondo universitario e della ricerca.
LA VALUTAZIONE NELLA SCUOLA ITALIANA: PROBLEMI ESPLICITI E IMPLICITI
PAREA, ELISABETTA
2023/2024
Abstract
My thesis starts from the idea that evaluation is a multidimensional concept, whose meaning changes according to the contexts and perspectives adopted; the issue is very complicated and becomes even more complicated, as many essays and studies underline, when dealing with the topic of school evaluation, including system evaluation, context evaluation and student assessment. Starting from a semantic analysis of some keywords used in the field of educational evaluation, thanks to a series of studies on the topic, I examined some of the main European and national regulations that have oriented and still orient evaluation practices at school, with particular attention to primary school, highlighting the central role of evaluation in the teaching function, between explicit and implicit aspects. In school, indeed, evaluative judgment is influenced not only by explicit factors but also by implicit factors such as expectations and values of the different social actors involved in teaching/learning experiences. Starting from the studies on hidden curriculum and with reference to my experience as a teacher, I try to highlight that understanding those factors can help students and teachers to become aware of their learning experiences, thus promoting formative and humanistic form of evaluations. Despite a large international debate about formative and humanistic evaluation, it is necessary, in my opinion, a new culture of educational evaluation, to enhance the collaboration between society, school and the world of research and university.| File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.14239/28084