The module promotes the learning and application of appropriate statistical analysis methods for research in the educational field. In this context, the use of tools suitable for summarizing and evaluating information is developed, with an introduction to the use of computational software. The basic concepts of descriptive statistics are presented, with a focus on analyzing the relationship between two statistical variables, distinguishing approaches based on whether the measurement level is qualitative or quantitative.
Expected learning outcomes
By studying the topics of this module, the student will be able to achieve the following expected learning outcomes:
In terms of knowledge and understanding
- to define and identify the epistemological and methodological field of the discipline;
- to distinguish the various theoretical areas with reference to bivariate descriptive approaches.
In terms of applying knowledge and understanding
- to analyze and synthesize the relationship between two qualitative statistical variables, or between one qualitative and one quantitative variable;
- to analyze and synthesize the relationship between two quantitative statistical variables.
In terms of making judgments
- linking statistical theory to school situations;
- to formulate opinions on the phenomenon under investigation, also considering potential causes.
In terms of communication skills
- to present the obtained results, adapting them to the type of audience;
- to communicate the obtained results, stimulating a shared discussion.
In terms of learning skills
- to develop a willingness to engage in scientific research in school settings;
- to access statistical literature in the educational field, identifying reliable sources.
Expected learning outcomes
By studying the topics of this module, the student will be able to achieve the following expected learning outcomes:
In terms of knowledge and understanding
- to define and identify the epistemological and methodological field of the discipline;
- to distinguish the various theoretical areas with reference to bivariate descriptive approaches.
In terms of applying knowledge and understanding
- to analyze and synthesize the relationship between two qualitative statistical variables, or between one qualitative and one quantitative variable;
- to analyze and synthesize the relationship between two quantitative statistical variables.
In terms of making judgments
- linking statistical theory to school situations;
- to formulate opinions on the phenomenon under investigation, also considering potential causes.
In terms of communication skills
- to present the obtained results, adapting them to the type of audience;
- to communicate the obtained results, stimulating a shared discussion.
In terms of learning skills
- to develop a willingness to engage in scientific research in school settings;
- to access statistical literature in the educational field, identifying reliable sources.
teacher profile teaching materials
The module presents data-matrix-based research, the main structured data-collection techniques and essential forms of descriptive analysis. Specific attention is devoted to measurement scales and to the relationship between the nature of variables and admissible statistical operations. The final part introduces experimental research, the main experimental designs and the control of factors that may threaten validity.
* Characteristics of quantitative educational research.
* From the research problem to the theoretical framework.
* Formulation of hypotheses.
* Constructs, indicators and operational definitions.
* Independent, dependent and intervening variables.
* Categorical and numerical variables.
* Population, units of analysis and samples.
* Probability and non-probability sampling.
* Data-matrix-based research.
* Cases, variables and values in a data matrix.
* Nominal, ordinal, interval and ratio scales.
* Empirical scales and measurement problems in education.
* Self-administered questionnaires and structured interviews.
* Cognitive and personality tests.
* Objective achievement tests.
* Structured observation.
* Coding, checking and organising data.
* Frequencies, percentages and measures of central tendency.
* Introduction to univariate and bivariate analysis.
* Relationships between variables and the distinction between association and causality.
* Validity and reliability of instruments and research procedures.
* The logic of experimental research.
* Experimental and control groups.
* Pre-experimental, quasi-experimental and experimental designs.
* Control of factors and threats to internal and external validity.
* Ethical implications of collecting and using educational data.
* Trinchero, R. (2004), *I metodi della ricerca educativa*, Roma-Bari, Laterza:
* capitolo 1, limitatamente alle strategie della ricerca educativa e alla progettazione della ricerca empirica;
* capitolo 2, **La ricerca basata sulla matrice dei dati**;
* capitolo 3, **La ricerca per esperimento**.
* Losito, B., *Le scale di misurazione*, estratto disponibile sulla piattaforma di Ateneo.
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:
Asquini, G. (Ed.). (2018). La Ricerca-Formazione: Temi, esperienze e prospettive. FrancoAngeli.
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 module provides the methodological knowledge required to understand and design small-scale quantitative studies in education. Students will be guided from the identification of a research problem to the formulation of hypotheses and from the conceptual definition of constructs to their translation into observable indicators and variables.The module presents data-matrix-based research, the main structured data-collection techniques and essential forms of descriptive analysis. Specific attention is devoted to measurement scales and to the relationship between the nature of variables and admissible statistical operations. The final part introduces experimental research, the main experimental designs and the control of factors that may threaten validity.
* Characteristics of quantitative educational research.
* From the research problem to the theoretical framework.
* Formulation of hypotheses.
* Constructs, indicators and operational definitions.
* Independent, dependent and intervening variables.
* Categorical and numerical variables.
* Population, units of analysis and samples.
* Probability and non-probability sampling.
* Data-matrix-based research.
* Cases, variables and values in a data matrix.
* Nominal, ordinal, interval and ratio scales.
* Empirical scales and measurement problems in education.
* Self-administered questionnaires and structured interviews.
* Cognitive and personality tests.
* Objective achievement tests.
* Structured observation.
* Coding, checking and organising data.
* Frequencies, percentages and measures of central tendency.
* Introduction to univariate and bivariate analysis.
* Relationships between variables and the distinction between association and causality.
* Validity and reliability of instruments and research procedures.
* The logic of experimental research.
* Experimental and control groups.
* Pre-experimental, quasi-experimental and experimental designs.
* Control of factors and threats to internal and external validity.
* Ethical implications of collecting and using educational data.
Core Documentation
Mandatory readings:* Trinchero, R. (2004), *I metodi della ricerca educativa*, Roma-Bari, Laterza:
* capitolo 1, limitatamente alle strategie della ricerca educativa e alla progettazione della ricerca empirica;
* capitolo 2, **La ricerca basata sulla matrice dei dati**;
* capitolo 3, **La ricerca per esperimento**.
* Losito, B., *Le scale di misurazione*, estratto disponibile sulla piattaforma di Ateneo.
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:
Asquini, G. (Ed.). (2018). La Ricerca-Formazione: Temi, esperienze e prospettive. FrancoAngeli.
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
AA.VV., Valutare gli alunni, gli insegnanti, la scuola, Brescia, La Scuola 1993 Baldacci M., Frabboni F. (a cura di), Manuale di metodologia della ricerca educativa, Utet. Barber J.M., La evaluación en los procesos de formación, Madrid, MEC/Paídos Ibérica 1993 Boncori G., Guida all'osservazione pedagogica, Brescia, La Scuola 1994 Bottani N.- Cenerini A.(a cura di), Una pagella per la scuola, Trento, Erickson 2003ICHTNER M., Valutare l'apprendimento. Teorie e metodi, Milano, F. Angeli 2004 Castoldi M., Autoanalisi d'Istituto, Napoli, Tecnodid 2002 Castoldi M., Portfolio a scuola, Brescia, La Scuola, 2005 Castoldi M., Qualità a scuola, Roma, Carocci 2005 Castoldi M., Scuola sotto esame, Brescia, La Scuola 2000 Cesareni, D. e Pascucci M. (2004) Pedagogia e scuola, Roma: Carocci. Coggi C. - Notti A. M. et al., Docimologia, Lecce, Pensa MultiMedia 2002 Corda Costa, M., Vertecchi, B., & Visalberghi, A. (1975). Orientamenti per la sperimentazione didattica. Cousins J.B. - Earl L.M. (a cura di), Participatory evaluation in education, London, The Falmer Press 1995 D'Ugo R., Lupi A., Valutare la qualità delle scuole e dei docenti nel metodo Montessori, ZeroSeiUp, 2017. Dewey J. (1938) Esperienza e educazione. Milano: Raffaello Cortina, 2014. Domenici G., Gli strumenti della valutazione, Napoli, Tecnodid 1991 Domenici G., Manuale della valutazione scolastica, Roma-Bari, Laterza 2001 Fraccaroli F. - Vergani A., Valutare gli interventi formativi, Roma, Carocci 2004 Frigani P. - Bonazza V., Le prove oggettive di profitto. Strumenti docimologici per l'insegnante, Roma, Carocci 2003 Gatti R., Che cos'è la pedagogia sperimentale, Carocci, Roma, 2002. Hadji C., La valutazione delle azioni educative, Brescia, La Scuola 1995 Domenici G (a cura di), Le prove semistrutturate di verifica dell'apprendimento, Torino, UTET, 2005 Intrieri L., Le prove oggettive nella valutazione scolastica, Brescia, La Scuola 1997 Laeng, M. (1992). Pedagogia sperimentale. Nuova Italia. Lucisano P., Salerni A., Metodologia della ricerca in educazione e formazione, Carocci, Roma, 2012. Mialaret, G. (1965). Introduzione alla pedagogia sperimentale. Loescher. Montalbetti K., Manuale per la valutazione nelle pratiche formative. Metodi, dispositivi e strumenti, Milano, Vita e Pensiero 2011 OCSE, Valutare l'insegnamento, Roma, Armando 1994 Ottobre F. M. (ed.), The role of measurement and evaluation in education policy, Paris, UNESCO 1999 Passolunghi, M.C., De Beni R., I test per la scuola, Bologna, Il Mulino, 2001. Pellerey M., Le competenze individuali e il Portfolio, Milano, RCS 2004 Petracca C., Valutazione della scuola, Brescia, La Scuola 1996 Plessi P., Teorie della valutazione e modelli operativi, Brescia, La Scuola 2004 Ribolzi L. - Maraschiello A. - Vanetti R., L'autovalutazione nella scuola dell'autonomia, Brescia, La Scuola 2001 Riley K.A. - Nuttall D.L., Measuring Quality. Education Indicators, London-Washington D.C., The Falmer Press 1994 Stufflebem D.L. et al., Systematic Evaluation, Boston, Kluwer & Nijhoff 1985 Trinchero R., I metodi della ricerca educativa, Bari, Laterza, 2004. Varisco B.M., Metodi e pratiche della valutazione, Milano, Guerini 2000 Varisco B.M., Portfolio. Valutare gli apprendimenti e le competenze, Roma, Carocci 2004 Vertecchi B., Manuale della valutazione. Analisi degli apprendimenti e dei contesti, Milano, Angeli, 2003. Vertecchi B., Parole per la scuola, Milano, Angeli, 2012. Vertecchi B., Percorsi di ricerca educativa. Gli editoriali di Cadmo, Milano, Franco Angeli, 2014. Wragg E.C., An Introduction to classroom observation, London, Routledge 1993Type 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. The online activity will be titled “How To Evaluate Structured Tests” the workshop is organized into five didactic units, each of which focuses on a specific argument. At the end of every unit, two tests will be handed to the students to administer: one multiple choice test and one fill in blanks test. A correction message will be sent to the student in real time. The summary seminar represents a chance to follow-up and discuss the theoretical arguments.Attendance
distance courseType 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. Summative assessment: as regards the final evaluation, the examination will include a multiple-choice test taken by all applicants. The criteria adopted for grading the marks will follow a normative and criterion-based allocation.