The types (and quality) of assessment adopted in university courses play a key role in students' educational and professional growth. If the Degree Program they are part of is aimed at preparing future teachers, assessment then is twice as important: in addition to assessing students' learning, it serves as an assessment model that they will more easily recall and be able to employ once they begin their professional career. The aim of this research project is to explore the variety of modes of assessment experienced by future preschool and elementary school teachers in the Italian university context. Data on assessment were extracted from Syllabi, i.e., the documents containing the university courses description. To answer the research question, the content analysis covered the totality of Syllabi (census sample, n=1048) of university courses offered by Primary Education Degree Programs in Italy. The analysis shows that traditional assessment, based on measuring the results of individual final objective examinations, is widely adopted (98.3%); and is accompanied in many cases (76.8%) by assessment strategies and tools that are also attentive to teaching-learning processes, as well as to reflective and creative practices. About a third of the courses (35.1%) proposes assessments focused on the learning community, cooperations among students, and professional contexts. Finally, only a fraction of the overall Syllabi (12.6%) refers to forms of assessment that require the active participation of students by asking them to personalize the assessment itself, share feedback, conduct self- and peer assessment, giving them responsibility for choice and incentivizing their evaluative competence. The research opens up several possibilities for using the collected data. In the scientific field, it can form the basis for further investigations of the links between university education (and assessment) in Primary Education Degrees and the subsequent quality of teaching service at school; or for carrying out comparative studies with other Degree Courses in Italy and with courses related to Primary Education at the international level. At the level of degree program organization, the presented data can provide insights for updating the curriculum of Primary Education Degrees.
Le tipologie (e la qualità) della valutazione adottate negli insegnamenti universitari hanno un peso rilevante nel marcare il percorso di crescita formativa e professionale degli studenti. Se il Corso di Laurea (CdL) di cui fanno parte è finalizzato alla preparazione di futuri insegnanti, la valutazione assume allora una doppia valenza: oltre a valutare gli apprendimenti degli studenti, costituisce per loro un modello valutativo che più facilmente richiameranno e impiegheranno una volta in servizio. L’obiettivo del progetto di ricerca è quello di conoscere la varietà di modalità valutative esperite dai futuri insegnanti di scuola d’infanzia e primaria nel panorama universitario italiano. I dati sulla valutazione sono stati estrapolati dai Syllabi, ossia le schede di presentazione degli insegnamenti universitari. Per rispondere alla domanda di ricerca l’analisi di contenuto ha riguardato la totalità dei Syllabi (campione censuario, n=1048) degli insegnamenti universitari offerti dai CdL Magistrale in Scienze della Formazione Primaria (SFP). Dall’analisi risulta che la valutazione di tipo tradizionale, basata sulla misurazione dei risultati di prove oggettive finali individuali, è ampiamente adottata (98,3%), ed è accompagnata in molti casi (76,8%) da strategie e strumenti valutativi attenti anche ai processi di insegnamento-apprendimento, e a prove di tipo pratico, riflessivo e creativo. Circa un terzo degli insegnamenti (35,1%) propone modalità di valutazione attente alla comunità di apprendimento, alle interazioni cooperative tra studenti e ai contesti professionali di riferimento. Infine, solo una minima parte del totale dei Syllabi (12,6%) fa riferimento a forme valutative che richiedono agli studenti di partecipare e personalizzare la valutazione stessa, dando loro responsabilità di scelta e incentivando in loro la competenza valutativa. La ricerca apre a diverse possibilità di uso dei dati raccolti. In ambito scientifico possono costituire la base per ulteriori approfondimenti sui legami tra formazione (e valutazione) universitaria nei corsi di SFP e la successiva qualità del servizio di insegnamento a scuola; o per effettuare studi comparativi con altri CdL in Italia e con corsi affini a SFP a livello internazionale. A livello di organizzazione formativa accademica, i dati presentati possono fornire uno spunto di riflessione in ottica di aggiornamento dell’offerta formativa nei corsi SFP.
La Valutazione nell’Esperienza Universitaria dei Futuri Insegnanti: una ricerca su un campione di Syllabi a livello nazionale
BURATTI, PAOLO
2021/2022
Abstract
The types (and quality) of assessment adopted in university courses play a key role in students' educational and professional growth. If the Degree Program they are part of is aimed at preparing future teachers, assessment then is twice as important: in addition to assessing students' learning, it serves as an assessment model that they will more easily recall and be able to employ once they begin their professional career. The aim of this research project is to explore the variety of modes of assessment experienced by future preschool and elementary school teachers in the Italian university context. Data on assessment were extracted from Syllabi, i.e., the documents containing the university courses description. To answer the research question, the content analysis covered the totality of Syllabi (census sample, n=1048) of university courses offered by Primary Education Degree Programs in Italy. The analysis shows that traditional assessment, based on measuring the results of individual final objective examinations, is widely adopted (98.3%); and is accompanied in many cases (76.8%) by assessment strategies and tools that are also attentive to teaching-learning processes, as well as to reflective and creative practices. About a third of the courses (35.1%) proposes assessments focused on the learning community, cooperations among students, and professional contexts. Finally, only a fraction of the overall Syllabi (12.6%) refers to forms of assessment that require the active participation of students by asking them to personalize the assessment itself, share feedback, conduct self- and peer assessment, giving them responsibility for choice and incentivizing their evaluative competence. The research opens up several possibilities for using the collected data. In the scientific field, it can form the basis for further investigations of the links between university education (and assessment) in Primary Education Degrees and the subsequent quality of teaching service at school; or for carrying out comparative studies with other Degree Courses in Italy and with courses related to Primary Education at the international level. At the level of degree program organization, the presented data can provide insights for updating the curriculum of Primary Education Degrees.| File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12608/40068