Promote in students the knowledge about the empirical-experimental methodologies used in educational research in order to develop basic skills for the recognition and detection of the variables that influence and co-determine educational phenomena. In detail, the following learning objectives are described:
- Knowledge and understanding
Knowledge of empirical research methods in education.
- Ability to apply knowledge and development of critical ability
Understanding, planning and implementing empirical research in education
Learn to evaluate and use the results of empirical studies and evaluate an empirical research plan.
- Knowledge and understanding
Knowledge of empirical research methods in education.
- Ability to apply knowledge and development of critical ability
Understanding, planning and implementing empirical research in education
Learn to evaluate and use the results of empirical studies and evaluate an empirical research plan.
scheda docente
materiale didattico
The course texts are:
TEXTS ADOPTED FOR THE COURSE
1) Lucisano, P., Salerni, A.. (2021). Metodologia della ricerca in educazione e formazione. Roma: Carocci. (solamente i capitoli 1; 2; 3; (solo i paragrafi 3.1; 3.2; 3.3; 3.4; 3.5; 3.5.1; 3.5.2; 3.5.3; 3.5.4; 3.5.5); 6
2) Nirchi, S., Simeone, D. (2022). La qualità della valutazione educativa. Verifica e valutazione degli apprendimenti.
THERE ARE NO TEXTS FOR THE LAB
During the Educational Experimentation Workshop we will look at a particular type of educational research: docimological research, relating to evaluation in the school environment.
Detailed programme of the whorkshop:
- Docimology Concept
- Functions of evaluation
- Dimensions of evaluation
- Object of evaluation: (knowledge, skills, competences)
- Strategies and tools
- Formulation of learning objectives and descriptors
- Formulation of test and evaluation item
- Authentic Assessment and Skills Evaluation
- School self-evaluation report
1) Lucisano, P., Salerni, A.. (2021). Metodologia della ricerca in educazione e formazione. Roma: Carocci. (solamente i capitoli 1; 2; 3; (solo i paragrafi 3.1; 3.2; 3.3; 3.4; 3.5; 3.5.1; 3.5.2; 3.5.3; 3.5.4; 3.5.5); 6
2) Nirchi, S., Simeone, D. (2022). La qualità della valutazione educativa. Verifica e valutazione degli apprendimenti. Roma: Anicia.
The workshop does not include additional texts to those of the Educational Experimentation course
Programma
During the course we will review the history, theoretical models and methods of inquiry in empirical research in education; procedures for constructing and validating assessment instruments in education.The course texts are:
TEXTS ADOPTED FOR THE COURSE
1) Lucisano, P., Salerni, A.. (2021). Metodologia della ricerca in educazione e formazione. Roma: Carocci. (solamente i capitoli 1; 2; 3; (solo i paragrafi 3.1; 3.2; 3.3; 3.4; 3.5; 3.5.1; 3.5.2; 3.5.3; 3.5.4; 3.5.5); 6
2) Nirchi, S., Simeone, D. (2022). La qualità della valutazione educativa. Verifica e valutazione degli apprendimenti.
THERE ARE NO TEXTS FOR THE LAB
During the Educational Experimentation Workshop we will look at a particular type of educational research: docimological research, relating to evaluation in the school environment.
Detailed programme of the whorkshop:
- Docimology Concept
- Functions of evaluation
- Dimensions of evaluation
- Object of evaluation: (knowledge, skills, competences)
- Strategies and tools
- Formulation of learning objectives and descriptors
- Formulation of test and evaluation item
- Authentic Assessment and Skills Evaluation
- School self-evaluation report
Testi Adottati
TEXTS ADOPTED FOR EDUCATIONAL EXPERIMENTATION1) Lucisano, P., Salerni, A.. (2021). Metodologia della ricerca in educazione e formazione. Roma: Carocci. (solamente i capitoli 1; 2; 3; (solo i paragrafi 3.1; 3.2; 3.3; 3.4; 3.5; 3.5.1; 3.5.2; 3.5.3; 3.5.4; 3.5.5); 6
2) Nirchi, S., Simeone, D. (2022). La qualità della valutazione educativa. Verifica e valutazione degli apprendimenti. Roma: Anicia.
The workshop does not include additional texts to those of the Educational Experimentation course
Bibliografia Di Riferimento
Benvenuto, G., Lastruzzi, E., Salerni, A. (1995). Leggere per capire. Roma: Anicia. Benvenuto, G., Lucisano, P. (1984). Il riassunto come prova di prova di produzione scritta. In " La ricerca", pp. 6-12. Bloom, B.S. et al. (1956). Taxonomy of Educational Objectives. Handbok I: Cognitive Domain. New York: Longman Green. Bondioli, A., Savio, D. (1994). Osservare il gioco di finzione: una scala di valutazione delle abilità ludico-simboliche infantili. Bergamo: Edizioni Junior. Calonghi, L. (1976). Valutazione. Brescia: La Scuola. Coggi, C., Calonghi, L. (1992). Elementi di statistica per la ricerca scolastica. Teramo: Giunti e Lisciani. De Landsheere, V., De Landsheere, G. (1975) (tr. it 1977). Definire gli obiettivi dell'educazione. Firenze: La Nuova Italia. Dewey, j. (1916) (tr. it 1988). Democrazia e educazione. Firenze: La Nuova Italia. Domenici, G. (1991). Gli strumenti della valutazione. Napoli: Tecnodid. Gattullo, M. (1968). Didattica e docimologia. Misurazione e valutazione nella scuola. Roma: Armando. Nirchi, S., Simeone, D. (2022). La qualità della valutazione educativa. Verifica e valutazione degli apprendimenti. Roma: Anicia. Zammunner, L.V. (1996). Interviste e questionari. Roma: Borla.Modalità Erogazione
The Workshop is onlineModalità Frequenza
The course and laboratory are distance learning. Attendance at the lab is not mandatoryModalità Valutazione
The assessment consists of a 30-item multiple-choice test with four answer alternatives, one of which is correct, on the two course texts. Delivery mode: lectures are conducted in distance mode on the moodle platform; with some laboratory sessions conducted synchronously