cod. 22883

Academic year 2018/19
1° year of course - Second semester
Academic discipline
Pedagogia sperimentale (M-PED/04)
Discipline pedagogiche e metodologico-didattiche
Type of training activity
60 hours
of face-to-face activities
12 credits
hub: PARMA
course unit

Learning objectives

The course aims to make the student towards a "competent" design and evaluation of the training courses.
At the end of the course the students will be able to:
- know how to design a training path, according to defined phases, repeatable and reproducible;
- be able to define the recipients of a training course and their training needs, based on an analysis of the needs previously conducted;
- know how to identify general and specific objectives of a training intervention;
- know how to choose the most coherent teaching strategies for achieving the training objectives;
- know how to construct the teaching materials in coherence with the previous teaching strategies chosen;
- know how to define descriptors and indicators of the achievement of objectives;
- know how to design evaluation or self-assessment tests, consistently with indicators and descriptors of successful learning;
- be able to analyze the evaluation tests using statistical indices;
- know how to disseminate the results of a training and evaluation project, through appropriate reporting;
- be able to design a financial plan for the request of national or international funds;
- know the interprofessional funds and the methods of financing continuing education;
- knowing how to critically read the self-evaluation report of an educational or training system;


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Course unit content

During the course the following topics will be addressed:
- the planning stages of a training course;
- the institutional and organizational contexts of the training interventions and the recipients of the training;
- the approaches and the design models of educational and training interventions according to the target recipients;
- the planning stages of an evaluation process;
- outline of the origins and development of docimology;
- the evaluation functions (diagnostics, training, summation);
- evaluation tools and techniques;
- overview of the statistical analysis of data collected in the evaluation area;
- methods of financing the training and notes to the interprofessional funds;
- overview of financial planning in education / training;
- System evaluation in the educational and training field and relationship with quality assurance;
- Introduction to the planning of training for skills and certification procedures

Full programme

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D. Robasto, 2014, La ricerca empirica in educazione, Milano, Franco Angeli

D. Robasto, 2017, Autovalutazione e Piani di Miglioramento a scuola. Metodi e indicazioni operative, Roma, Carocci.

N.B: The slide in Elly are very important for the study.

Teaching methods

lesson + experiential cycles

Assessment methods and criteria

With regard to the results of expected learning, we expect full achievement of the training objectives outlined above. The summative assessment will be carried out according to the following procedure:

- Oral exam consisting in the critical discussion of a project work (carried out individually or in groups of maximum 5 people), delivered to the teacher in hard copy on the date of appeal. Rating scale 0-30.
The project work involves the elaboration of a formal design document, related to the design and evaluation of a training course, freely chosen by the candidate, meeting the criteria illustrated in the course, in the slides and reference manuals.
The project work must include: the complete training project (see the index in the slides of the course), the evaluation plan and the related financial plan.
In the slides of the lessons uploaded on Elly, there are also the scores assigned by the teacher for each phase of the project work required, on the scale 0-30, so that the student, before the summative test, has the opportunity to proceed to self-assessment of one's work.

Non-attending students who have doubts about the installation of the project document can send an email to the teacher only after having consulted the didactic material at least for the first two lessons, where the details of the project are shown.

The teacher offers the possibility of a formative assessment in progress in order to provide students with feedback on the achievement of the training objectives, before the summative tests on appeal. The modalities of the ongoing formative evaluation will be communicated during the course.
In case of DSA students it is advisable to contact the ELICA center so that the center can provide the teacher with the necessary information for the improvement of the educational and evaluative process.

Other information

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