EVALUATION AND ANALYSIS OF QUALITY

This module is part of the Master’s programme in Philosophical Sciences (Philosophy curriculum and Human and Educational Sciences curriculum). It provides students with a foundational understanding of educational assessment and qualitative research within empirical educational research.
Taking a multidisciplinary approach, the course combines pedagogical content with philosophical and social science perspectives. This allows students to understand, design, and test innovative assessment and qualitative research practices.
The course mixes interactive lectures with active learning activities, such as workshops, teamwork, and case studies.

1) Knowledge and understanding: Identify, explain, and contrast assessment models, methods, techniques, and tools used in secondary and higher education and in qualitative research.
2) Applying knowledge and understanding: Use theoretical and methodological knowledge to design, implement, and validate assessment pathways and qualitative analyses for learning, skills, projects, and educational systems.
3) Critcal thinking and judgement: Develop self-evaluation skills, meta-evaluation skills and critical reflection on experienced assessment procedures and processes, to drive continuous research and improvement.
4) Communication skills: Clearly and effectively communicate assessment results, tailoring the language to different audiences and stakeholders.
5) Learning skills: Nurture personal and collective talents, as well as areas for improvement, to promote development and innovation.

There are no specific learning requirements. Students from other degree programmes at the university who are interested in topics relating to assessment and qualitative research in the field of secondary and higher education are also welcome to attend the course.

The course will focus on the following topics:
The relationship between learning and assessment
Assessment theories and forms of practice")
The relationship between assessment practice and qualitative research.
Assessment activities: data collection, monitoring, and validation.
Structured knowledge tests and assessment tools.
Assessing and certifying competencies.
Process-based assessment.
Meta-assessment and assessment biases.
Assessment and Artificial Intelligence (AI).

Compulsory readings
●Texts and online materials uploaded to the Moodle platform by the lecturer
● One reading of your choice from the following:
Galliani L. (a cura di), L’agire valutativo. Manuale per docenti e formatori, Scholé, Trento 2022
Biasi V., Dominici G., Lucisano P., (a cura di) Ricerca sperimentale e processi valutativi in educazione, Mc Graw Hill, Milano 2021
● One reading of your choice from the following:
Mortari L., Ghirotto L., Metodi per la ricerca educativa. Carocci editore, Roma 2019.
Pagani, V. Dare voce ai dati: l'analisi dei dati testuali nella ricerca educativa, Junior, Bergamo 2020.
● The following journal article:
Baldacci, M. (2023). Assessment and pedagogy. A semiological paradigm. Pedagogia oggi, 21(1),17-25. https://doi.org/10.7346/PO-012023-02

Supplementary Readings (not mandatory for the exam)
Adu, P., A Step-by-Step Guide to Qualitative Data Coding. Routledge, New York 2019.
Castoldi M., Rubriche valutative. Guidare l’espressione del giudizio, Utet, Roma 2019.
Corsini, C., La valutazione che educa. Liberare insegnamento e apprendimento dalla tirannia del voto, Franco angeli, Milano 2023.
Dewey, J. Theory of Valuation (1939), in J.A. Boydston (ed.), The Later Works of John Dewey, 1925–1953, vol. 13, Southern Illinois University Press, Carbondale 1988.
Dewey, J., Valuation Judgments and Immediate Quality, in J.A. Boydston (ed.), The Later Works of John Dewey, 1925–1953, vol. 15, Southern Illinois University Press, Carbondale 1989
Marradi, A. Metodologie delle scienze sociali, Il Mulino 2007. cap. I e II.

Written and oral exam

To evaluate the expected learning outcomes effectively, the course uses a variety of assessment methods:

a) Written Case Study Report: Before the oral examination, each student must submit a written report analyzing an autobiographical experience (positive or negative) involving an assessment process they either underwent or conducted during their school or university studies. Using the case study method, students will describe, analyze, and reflect on this real-life situation, grounding their arguments in the course content.

b) Group Research Project: At the end of the course, students will present and discuss an empirical research project conducted in groups of up to four people. Teams will design a research plan, collect and analyze qualitative data on a topic of their choice, and follow the criteria outlined in the course readings and slides. The presentation must describe and justify their methodological choices in light of the theories learned. Students who are unable to participate in the group work are kindly requested to contact the lecturer at giacomo.zavatta@unive.it

c) Oral Examination: A final oral exam focusing on the course content and required readings. It is highly recommended that students complete the self-assessment activity available on Moodle before taking the exam.

written and oral

The instructor is responsible for ensuring the authenticity and originality of all examinations and coursework. In cases of suspected academic misconduct, an additional on-site assessment may be required during the exams, which may differ from the standard format.

The final grade will be determined based on the following assessment levels:
A. Scores in the 18–22 range will be awarded for:
• Sufficient knowledge and applied understanding of the course syllabus.
• Limited ability to gather and/or interpret data to formulate independent judgments within specific professional practice contexts.
• Sufficient communication skills, particularly regarding the use of specialized terminology related to adult education and organizational training.
B. Scores in the 23–26 range will be awarded for:
• Satisfactory knowledge and applied understanding of the course syllabus.
• Satisfactory ability to gather and/or interpret data, formulating independent judgments based on both theoretical frameworks and specific professional practice contexts.
• Satisfactory communication skills, specifically in the use of technical language pertaining to both professional practices and the primary theoretical models analyzed.
C. Scores in the 27–30 range will be awarded for:
• Good to excellent knowledge and applied understanding of the course syllabus and real-world case studies.
• Good to excellent ability to gather and/or interpret data, formulating independent judgments within specific professional practice contexts.
• Fully appropriate communication skills, demonstrating mastery of the specialized language related to training practices in adult and organizational settings.
D. Honors (30 cum laude) will be awarded for:
• Outstanding knowledge, applied understanding, independent judgment, and communication skills, demonstrating excellence in both the analysis and application of professional practices.
No distinction is made between attending and non-attending students.

Lectures and participatory teaching.

Ca' Foscari applies the Italian law (Law 17/1999; Law 170/2010) for the support and services available to students with disabilities or specific learning disabilities. Students with a motor, visual, hearing or other disability (Law 17/1999) or a specific learning disorder (Law 170/2010) who require support (classroom assistance, technological aids during exams, personalised exams, accessible material, notes, personalised study tutoring, interpreters or other) please contact the Disability and DSA office.

Finally, please note that Ca' Foscari offers study support tools and services for specific categories of students. For more information, visit the Student Support Services page: https://www.unive.it/pag/42819" ;

This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development