The objectives of the course are: to have in-depth knowledge of theoretical and methodological foundations of experimental research in adult education, with particular reference to evaluative research; to identify the drawbacks of mainstream assessment tests; to know the main national and international surveys on adult competences; to identify suitable tools for the collection of data through comparison with the main international surveys dedicated to the adult population; to analyse and interpret data concerning adult competences.
- Knowledge and understanding: be able to know the most relevant international comparative surveys on adult skills assessment; be able to identify theoretical and methodological foundations of international comparative surveys on adult learning.
- Applying knowledge and understanding: the preparation and administration of the questions (types of stimulus and response, administering paper and pencil and computer based, review mode, encoding open-ends); understanding the results of the major international comparative surveys on adult skills assessment.
- Making judgements: be able to analyze the relationship between functional literacy and ICT at the national level; be able to conduct a critical analysis of the impact of technology on literacy and how informal and non-formal learning in adulthood.
- Communication skills: be able to explain the results of research to specialists and non-specialists.
- Learning skills: be able to identify the diachronic perspectives in the analysis of the data available on a worldwide scale in relation to the skills of the adult population; be able to identify similarities or differences between international surveys with a high degree of autonomy.
- Knowledge and understanding: be able to know the most relevant international comparative surveys on adult skills assessment; be able to identify theoretical and methodological foundations of international comparative surveys on adult learning.
- Applying knowledge and understanding: the preparation and administration of the questions (types of stimulus and response, administering paper and pencil and computer based, review mode, encoding open-ends); understanding the results of the major international comparative surveys on adult skills assessment.
- Making judgements: be able to analyze the relationship between functional literacy and ICT at the national level; be able to conduct a critical analysis of the impact of technology on literacy and how informal and non-formal learning in adulthood.
- Communication skills: be able to explain the results of research to specialists and non-specialists.
- Learning skills: be able to identify the diachronic perspectives in the analysis of the data available on a worldwide scale in relation to the skills of the adult population; be able to identify similarities or differences between international surveys with a high degree of autonomy.
teacher profile teaching materials
B. Vertecchi, Manuale della valutazione. Analisi degli apprendimenti e dei contesti, Milano, Franco Angeli, 2003.
Isfol, Bastianelli M., Mineo S., (2016). Il Secondo Round dell’indagine OCSE-PIAAC: le competenze per vivere e lavorare oggi, Roma, Isfol Research Paper, 34.
Please note that the mandatory readings must be studied entirely unless otherwise indicated. The slides discussed in class and related to the main topics of the course will be available on the e-learning platform.
Further readings:
OECD (2016), The Survey of Adult Skills: Reader’s Companion, Second Edition, OECD Skills Studies,OECD Publishing, Paris.
Di Francesco G., Amendola M., Mineo S., I low skilled in Italia. Evidenze dall’indagine PIAAC sulle competenze degli adulti, in “Osservatorio Isfol”, VI (2016), n. 1-2, pp. 53-67.
Please note that the further readings are not mandatory. However, it is advisable for both attending students and non-attending students to undertake the study of these didactic materials.
Considering the different topics covered in the lessons, the lecturer will provide, as a stimulus and aid to study, handouts, articles, essays and research reports on the course website.
Programme
The course presents in detail the contents and basic skills of docimology. To this end, the main students performance assessment models and procedures will be illustrated, with in-depth analysis of the current prospects of docimological research at national and international level. The course's specific objectives that will be tackled during through the lectures are: consider the characteristics of the educational language; consider the changes that influence the evaluation; classify the evaluation instruments; define the relation between didactics and evaluation; identify the evaluation elements and functions; build knowledge related structured tests; analyze the test data and adequate manner of correction of various test types. Moreover, these topics will be presented: in-depth knowledge of theoretical and methodological foundations of experimental research in adult education, with particular reference to evaluative research; the drawbacks of mainstream assessment tests; the main national and international surveys on adult competences. Furthermore, part of the course programme is dedicated to early childhood and applications to educational contexts for children.Core Documentation
Mandatory readings:B. Vertecchi, Manuale della valutazione. Analisi degli apprendimenti e dei contesti, Milano, Franco Angeli, 2003.
Isfol, Bastianelli M., Mineo S., (2016). Il Secondo Round dell’indagine OCSE-PIAAC: le competenze per vivere e lavorare oggi, Roma, Isfol Research Paper, 34.
Please note that the mandatory readings must be studied entirely unless otherwise indicated. The slides discussed in class and related to the main topics of the course will be available on the e-learning platform.
Further readings:
OECD (2016), The Survey of Adult Skills: Reader’s Companion, Second Edition, OECD Skills Studies,OECD Publishing, Paris.
Di Francesco G., Amendola M., Mineo S., I low skilled in Italia. Evidenze dall’indagine PIAAC sulle competenze degli adulti, in “Osservatorio Isfol”, VI (2016), n. 1-2, pp. 53-67.
Please note that the further readings are not mandatory. However, it is advisable for both attending students and non-attending students to undertake the study of these didactic materials.
Considering the different topics covered in the lessons, the lecturer will provide, as a stimulus and aid to study, handouts, articles, essays and research reports on the course website.
Reference Bibliography
OECD (2016), The Survey of Adult Skills: Reader’s Companion, Second Edition, OECD Skills Studies, OECD Publishing, Paris. ISFOL, PIAAC OCSE (2014). Rapporto nazionale sulle competenze degli adulti, Temi e ricerche n.5. UNESCO (2016), 3rd Global Report on Adult Learning and Education, Hamburg, Germany. ANPAL (2016), XVIII Rapporto sulla Formazione Continua. Annualità 2016-2017.Type of delivery of the course
During the lessons, students will be involved in activities that will allow them to turn into practice what they have learnt and to receive immediate feedback from the professor. In the case of an extension of the health emergency by COVID-19 all the provisions that regulate the way in which teaching activities and student evaluation are carried out will be implemented. In particular, the following modalities will be applied: lessons and oral both at distance on University platform.Type of evaluation
Formative assessment: during the course lessons, structured tests will be administered (close tests or multiple choice ones). These tests will have no effect on the exam final score but will be used to adapt the teacher’s activity and to provide students with information on the adequacy of the preparation achieved. Even the activities of the laboratory will have intermediate tests that the students will use to self-assess themselves, receiving in real-time an individualized correction of any errors made. Summarise assessment: as regards the final evaluation, the examination will include a multiple-choice test taken by all applicants. In the case of an extension of the health emergency by COVID-19 all the provisions that regulate the way in which teaching activities and student evaluations are carried out will be implemented. In particular, the following modalities will be applied: lessons and oral both at distance on University platform.