Skip to main navigation menu Skip to main content Skip to site footer
FrancoAngeli Journals

The need for innovation in didactics: inclusion and technologies

Vol. 9 No. 2 (2018): ESS - The need for innovation in didactics: inclusion and technologies

Analyze students' learning processes to innovate university teaching. The Formative Educational Evaluation model of the University of Bologna

Submitted
novembre 4, 2018
Published
2019-01-26

Abstract

The article aims to highlight how the knowledge of university students’ characteristics is a key-point for planning innovative teaching. The Bologna University Project refers to a Formative Educational Evaluation model, which is focused on higher education teaching skills and aims to have an impact on teaching and learning processes’ multiple levels and dimensions, in a diachronic perspective. The application of the model to different academic contexts of the University of Bologna was carried on by two evaluation research pilot studies with "Nursing" and "Economics and Finance" (CLEF) Degree teachers. This model includes evaluation actions specifically oriented in the formative sense (analysis and progressive re-planning of teaching actions supported by ad hoc higher education teachers training interventions) in order to promote teachers' capacity for reflection, self-analysis of their teaching practices and specific training actions based on innovative methodologies.

References

  1. Amundsen G.Y., Haakstad J. (2017). Teaching in Higher Education: consistency and change in context and role. 12th European Quality Assurance Forum, Nov. 2017. Testo disponibile al sito: http://www.eua.be/Libraries/EQAF-2017/p3_anders- en---haakstad.pdf?sfvrsn=0
  2. Becchi E., Bondioli A. (1994). La valutazione. Una pratica in via di definizione. In: Ferrari M., a cura di, La valutazione di contesti prescolari. Bergamo: Junior.
  3. Betti M., Davila D., Martínez A., Vannini I. (2015). Una ruta hacia un sistema de aseguramiento de la calidad en Educación Superior: la experiencia del proyecto TRALL (Un percorso verso un sistema di assicurazione della qualita per L’istruzione Superiore: L’esperienza del progetto TRALL). Journal Of Educational, Cultural And Psychological Studies, 12: 77-115.
  4. DOI: 10.7358/ecps-2015-012-bett
  5. Betti M., Vannini I. (2013). Valutare la qualità dei corsi di lifelong learning in America Latina. Alcune riflessioni teoriche e metodologiche sul disegno valutativo utilizzato nel progetto AlfaIII Trall. Ricerche di Pedagogia e Didattica, 8, 2: 45-61.
  6. DOI: 10.6092/issn.1970-2221/4036
  7. Cherryholmes C.C. (1992). Notes on pragmatism and scientific realism, Educational Researcher, 21: 13-17.
  8. DOI: 10.3102/0013189X021006013
  9. European Commission (2011). Reference points for the design and delivery of degree programmes in nursing. Testo disponibile al sito: http://www.unideusto.org/tuningeu/
  10. European Students’ Union (ESU), 2015, Overview on student- centred learning in higher education in Europe (Brussels, ESU). Testo disponibile al sito: https://www.esu-online.org/wp-content/uploads/2016/07/ Overview-on-Student-Centred-Learning-in-Higher-Educa- tion-in-Europe.pdf
  11. Gaebel M., Zhang T. (2018). Trends 2018: Learning and teaching in the European Higher Education Area European University Association.
  12. Greene J.C. (2008). Is Mixed Methods Social Inquiry a Distinctive Methodology? Journal of Mixed Methods Research, 2(1): 7-22.
  13. DOI: 10.1177/1558689807309969
  14. Guasti L. (2013). Competenze e valutazione metodologica. Trento: Erickson.
  15. Hackett G., Betz N. E. (1992). Self-efficacy perceptions and the career-related choices of college students. In: Schunk D.H., Meece J.L., a cura di, Student perceptions in the classroom. Hillsdale, NJ: Erlbaum.
  16. Harvey L., Green D. (1993). Defining Quality. Assessment and Evaluation in Higher Education, 18 (1): 9-34.
  17. DOI: 10.1080/0260293930180102
  18. Harvey L., Williams J. (2010). Fifteen years of Quality in Higher Education. Quality in Higher Education, 16 (1): 3-36.
  19. DOI: 10.1080/13538321003679457
  20. Hayes A. F. (2013). An introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York: Guilford Press.
  21. House E.R., Howe K.R. (2003). Deliberative Democratic Evaluation. In: Kellaghan T., Stufflebeam D.L., a cura di, International Handbook of Educational Evaluation. Dordrecht-Boston-London: Kluwer.
  22. Husén T., Postlethwaite T. N. , a cura di (1994). International encyclopedia of education (2nd ed.). New York: Pergamon Press.
  23. Kellaghan T., Stufflebeam D. L., a cura di (2003). International handbook of educational evaluation. Dordrecht - Boston - London: Kluwer.
  24. Le Boterf G. (1990). De la compétence: Essai sur un attracteur étrange. Paris: Les Éditions d'organisation.
  25. Lodini E., Luppi E., Vannini, I. (2004). La valutazione della qualità nell'obbligo formativo. Un'indagine esplorativa con allievi e formatori dei CFP della provincia di Bologna, Bologna: Provincia di Bologna.
  26. Luppi E., Benini S. (2017). Valutare le strategie di apprendimento negli studenti universitari: primi risultati di una ricerca valutativa condotta all’Università di Bologna. Journal of Educational, Cultural And Psychological Studies, 16: 99-127.
  27. DOI: 10.7358/ecps-2017-016-lupp
  28. Mertens D.M. (1998). Research Methods in Education and Psychology. Integrating Diversity with Quantitative and Qualitative Approaches, Thousand Oaks, CA: Sage Publications.
  29. Mertens D.M. (2018). Mixed Methods Design in evaluation. Thousand Oaks, CA: Sage Publications.
  30. Murphy J.P. (1990). Pragmatism: from Peirce to Davidson. Boulder, CO: Westview Press.
  31. Pellerey M. (1983). Progettazione formativa: teoria e metodologia. Roma: Quaderni di formazione Isfol.
  32. Pellerey M., Orio F. (1996). Questionario sulle strategie d’apprendimento (QSA). Roma: L.A.S.
  33. Pellerey M. (2004). Competenze individuali e portfolio. Firenze Scandicci: La Nuova Italia.
  34. Poláček K. (2005). QPA – Questionario sui Processi di Apprendimento. Firenze: O.S. Organizzazioni Speciali.
  35. Roeser R. W., Midgley C., Urdan T. C. (1996). Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88(3): 408-422.
  36. DOI: 10.1037//0022-0663.88.3.408
  37. Ryan K.E., Bradley Cousins J., a cura di (2009). The Sage international handbook of educational evaluation. Los Angeles: SAGE.
  38. Serbati A., Zaggia C. (2012). Allineare le metodologie di insegnamento, apprendimento e valutazione ai learning outcomes. Una proposta per i corsi di studio universitari. Giornale Italiano della Ricerca Educativa, 5: 11-26.
  39. ISSN: 2038-9736
  40. Scriven M. (1999). Evaluation thesaurus. Newbury Park, CA: Sage.
  41. Vallerand R. J., Pelletier L. G., Blais M. R., Briere N. M., Senecal C., Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic and amotivation in education. Educational and Psychological Measurement, 52: 1003–1017.
  42. DOI: 10.1177/0013164492052004025
  43. Vertecchi B. (1976). Valutazione formativa. Torino: Loescher.
  44. Walberg H. J., Haertel G. D., a cura di (1990). International encyclopedia of educational evaluation. Oxford - New York - Berlin - Frankfurt - São Paulo - Sydney - Tokyo - Toronto: Pergamon Press.
  45. Zimmerman B.J, Bandura A., Mattinez- Pons M. (1992). Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting. American Educational Research Journal, 29 (3): 663-676.
  46. DOI: 10.2307/1163261

Metrics

Metrics Loading ...