ID:
507832
Duration (hours):
36
CFU:
6
SSD:
PEDAGOGIA GENERALE E SOCIALE
Year:
2025
Overview
Date/time interval
Primo Semestre (22/09/2025 - 19/12/2025)
Syllabus
Course Objectives
The course aims to discuss, within the context of a long-term diachronic perspective, issues and heuristic elements that shape the debate on the subject of the Philosophy of Education. In particular this course is aimed at providing students with
- knowledge on the subject of evaluation in education
- the ability to discuss in an informed way and with reference to scientific literature the questions inherent to educational issues
- tools to critically read evaluation and its lexicon in educational contexts.
- knowledge on the subject of evaluation in education
- the ability to discuss in an informed way and with reference to scientific literature the questions inherent to educational issues
- tools to critically read evaluation and its lexicon in educational contexts.
Course Prerequisites
Even if there are no particular prerequisites, a basic knowledge of pedagogical terminology is nevertheless suggested. In the awareness that some students may be approaching Education for the first time during this course, successful participation presumes a cultural attitude of willingness to listen, grasp and actively elaborate the theoretic and practical issues posed by pedagogical analysis and by philosophy of education, discussing them in a collaborative way.
Teaching Methods
All the professors's lessons aim at favouring dialogue and active/cooperative discussion in the working group. The participation of other professors/researchers/experts with an interest in the course topic might be possible.
Assessment Methods
Oral exam.
Evaluation indicators:
-knowledge of the basic texts of the exam programme;
-ability to explain, in full autonomy, the silver thread that links some of the issues presented in the basic texts, coherently with the exam programme;
-ability to critically analyse and personally re-elaborate the issues proposed during the course;
-clear and logically coherent presentation;
-lexical accuracy.
Evaluation indicators:
-knowledge of the basic texts of the exam programme;
-ability to explain, in full autonomy, the silver thread that links some of the issues presented in the basic texts, coherently with the exam programme;
-ability to critically analyse and personally re-elaborate the issues proposed during the course;
-clear and logically coherent presentation;
-lexical accuracy.
Texts
Reference texts (in the available editions) (A+B+C).
A) Required readings (for all students):
-M. Ferrari, M. Morandi, M. Falanga, Valutazione scolastica. Il concetto, la storia, la norma, Brescia, ELS La Scuola, 2018.
-M. Ferrari, A. Maranesi, eds., Dizionario del merito nei processi educativi, Brescia, Scholé, 2023.
B)In order to prepare for the exam attending students must choose also 1 book from the following list, while non-attending students will have to choose 2 of them:
- A. Bondioli, M. Ferrari, eds., Manuale di valutazione del contesto educativo: teorie, modelli, studi per la rilevazione della qualità della scuola, Milano, FrancoAngeli, 2000;
-A. Bondioli, M. Ferrari, eds., Verso un modello di valutazione formativa. Ragioni, Strumenti e percorsi, Azzano San Paolo, Junior, 2004;
-A. Bondioli, D. Savio, eds., La valutazione di contesto nei servizi per l'infanzia italiani. Riflessioni ed esperienze, Parma, Spaggiari- Edizioni Junior, 2015;
-R. Brigati, Il giusto a chi va. Filosofia del merito e della meritocrazia, Bologna, il Mulino, 2015;
-S. Dell'Anna, Modelli di valutazione di un sistema scolastico inclusivo, Milano, FrancoAngeli, 2021;
-A. Del Rey, La tirannia della valutazione, Italian Translation Milano, eleuthera, 2018;
-M. Ferrari, F. Ledda, SapienssII, Milano, FrancoAngeli, 2012;
-L. Galliani (ed.), L'agire valutativo, Brescia, ELS La Scuola, 2015;
-Ch. Hadji, La valutazione delle azioni educative, Italian Translation Brescia, ELS La Scuola, 2017;
-Ch. Hadji, Una valutazione dal volto umano. Oltre i limiti della società della performance, Italian Translation Brescia, Scholé, 2023;
-M. Morandi, Storia critica del voto scolastico, Brescia, Scholé, 2025;
-M. J. Sandel, La tirannia del merito, Italian Translation Milano, Feltrinelli, 2021;
-J. Scheerens, S. Mosca, R. Bolletta, Valutare per gestire la scuola. Governance, leadership e qualità educativa, Milano-Torino, Bruno Mondadori, 2011;
-N. Stame, ed., Classici della valutazione, Milano, FrancoAngeli, 2007;
-A. Visalberghi, Esperienza e valutazione, Firenze, La Nuova Italia, 1966- 1967;
-A. Visalberghi, Misurazione e valutazione nel processo educativo, Milano, Edizioni di Comunità, 1955.
C) Moreover, all students will choose a key term relating to the theme of the course to explore in depth also thanks to the following books :
-D. Simeone, ed., Dizionario di pedagogia generale e sociale, Brescia, Scholé, 2024;
-M. Vergani, Dizionarietto di filosofia per educatori, Brescia, Scholé, 2024;
-B. Vertecchi, Parole per la scuola, Milano, FrancoAngeli, 2012.
All students wishing to sit the exam are asked to agree on the reading material with the professor.
A) Required readings (for all students):
-M. Ferrari, M. Morandi, M. Falanga, Valutazione scolastica. Il concetto, la storia, la norma, Brescia, ELS La Scuola, 2018.
-M. Ferrari, A. Maranesi, eds., Dizionario del merito nei processi educativi, Brescia, Scholé, 2023.
B)In order to prepare for the exam attending students must choose also 1 book from the following list, while non-attending students will have to choose 2 of them:
- A. Bondioli, M. Ferrari, eds., Manuale di valutazione del contesto educativo: teorie, modelli, studi per la rilevazione della qualità della scuola, Milano, FrancoAngeli, 2000;
-A. Bondioli, M. Ferrari, eds., Verso un modello di valutazione formativa. Ragioni, Strumenti e percorsi, Azzano San Paolo, Junior, 2004;
-A. Bondioli, D. Savio, eds., La valutazione di contesto nei servizi per l'infanzia italiani. Riflessioni ed esperienze, Parma, Spaggiari- Edizioni Junior, 2015;
-R. Brigati, Il giusto a chi va. Filosofia del merito e della meritocrazia, Bologna, il Mulino, 2015;
-S. Dell'Anna, Modelli di valutazione di un sistema scolastico inclusivo, Milano, FrancoAngeli, 2021;
-A. Del Rey, La tirannia della valutazione, Italian Translation Milano, eleuthera, 2018;
-M. Ferrari, F. Ledda, SapienssII, Milano, FrancoAngeli, 2012;
-L. Galliani (ed.), L'agire valutativo, Brescia, ELS La Scuola, 2015;
-Ch. Hadji, La valutazione delle azioni educative, Italian Translation Brescia, ELS La Scuola, 2017;
-Ch. Hadji, Una valutazione dal volto umano. Oltre i limiti della società della performance, Italian Translation Brescia, Scholé, 2023;
-M. Morandi, Storia critica del voto scolastico, Brescia, Scholé, 2025;
-M. J. Sandel, La tirannia del merito, Italian Translation Milano, Feltrinelli, 2021;
-J. Scheerens, S. Mosca, R. Bolletta, Valutare per gestire la scuola. Governance, leadership e qualità educativa, Milano-Torino, Bruno Mondadori, 2011;
-N. Stame, ed., Classici della valutazione, Milano, FrancoAngeli, 2007;
-A. Visalberghi, Esperienza e valutazione, Firenze, La Nuova Italia, 1966- 1967;
-A. Visalberghi, Misurazione e valutazione nel processo educativo, Milano, Edizioni di Comunità, 1955.
C) Moreover, all students will choose a key term relating to the theme of the course to explore in depth also thanks to the following books :
-D. Simeone, ed., Dizionario di pedagogia generale e sociale, Brescia, Scholé, 2024;
-M. Vergani, Dizionarietto di filosofia per educatori, Brescia, Scholé, 2024;
-B. Vertecchi, Parole per la scuola, Milano, FrancoAngeli, 2012.
All students wishing to sit the exam are asked to agree on the reading material with the professor.
Contents
Philosophy of Education, professor: Monica Ferrari. Course title: 'Why discuss about educational evaluation? Re-start from words: Issues of vocabulary and substance between theory and practice of educational evaluation, between conceptual frameworks and school life, between evaluation tools and experiences'.
Our society is strongly directed by more or less latent evaluative tools, while we discuss about competence and ability as well as about knowledge and capabilities, terms that certainly do not overlap and yet not always used with conscious reference to the plurality of meanings that guide them. In current language we talk about quality, merit, measurement, exam, assessment, while epistemology poses the problem of first and second level evaluation, of the objectivity and subjectivity of evaluation, of deontology in educational processes and contexts and the history of docimology is studied. For this reason is important to re-start from single words and to reflect about educational evaluation. It is an issue that directs people’s lives in and out of school and also the contexts that organize formative experiences. The course aims to discuss key terms and concepts of the debate about educational evaluation, with particular reference to the educational systems and processes that we have experienced. The course also aims to stimulate a reflection about the crucial issues and conceptual frameworks of a debate which, between the 20th and 21st centuries, has characterized the processes of identification of the human and social sciences, primarily of pedagogy, a science constitutively oriented towards formative and transformative ends, as well as of people and social groups. In order to develop a metacognitive awareness of what Charles Hadji calls 'human face evaluation', capable of promoting formative and transformative opportunities consciously oriented towards a democratic and participatory perspective, it is necessary to carefully analyze the texts, tools and contexts in which the discursive constellation of educational evaluation, litmus test of a specific pedagogical project, emerges.
Our society is strongly directed by more or less latent evaluative tools, while we discuss about competence and ability as well as about knowledge and capabilities, terms that certainly do not overlap and yet not always used with conscious reference to the plurality of meanings that guide them. In current language we talk about quality, merit, measurement, exam, assessment, while epistemology poses the problem of first and second level evaluation, of the objectivity and subjectivity of evaluation, of deontology in educational processes and contexts and the history of docimology is studied. For this reason is important to re-start from single words and to reflect about educational evaluation. It is an issue that directs people’s lives in and out of school and also the contexts that organize formative experiences. The course aims to discuss key terms and concepts of the debate about educational evaluation, with particular reference to the educational systems and processes that we have experienced. The course also aims to stimulate a reflection about the crucial issues and conceptual frameworks of a debate which, between the 20th and 21st centuries, has characterized the processes of identification of the human and social sciences, primarily of pedagogy, a science constitutively oriented towards formative and transformative ends, as well as of people and social groups. In order to develop a metacognitive awareness of what Charles Hadji calls 'human face evaluation', capable of promoting formative and transformative opportunities consciously oriented towards a democratic and participatory perspective, it is necessary to carefully analyze the texts, tools and contexts in which the discursive constellation of educational evaluation, litmus test of a specific pedagogical project, emerges.
Course Language
Italian
More information
Of course the teacher is avalaible to provide students with further clarifications and explanations.
Degrees
Degrees (3)
PHILOSOPHY
Bachelor’s Degree
3 years
PHILOSOPHY
Master’s Degree
2 years
PHILOSOPHY
Master’s Degree
2 years
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