La valutazione fra scuola e territorio – Pratica, comunicazione e impiego dei dati1
Katia Montalbetti, Emanuele Rapetti
The issue of evaluation focused on the educational system challenges scholars, researchers and professionals in the field of training. Several researches face the question about how to build valuable evaluation practices in order to involve stakeholders as active partners in decision-making. Opening the evaluation process to an external view offers the possibility to foster the improvement of services’ integration, trough assessment; thanks to that, it is possible to save dimensions of social and educational development that otherwise would lack in the evaluation performed solely for the internal growth of the organization. The article presents some data and critical comments from the research project «Valutazione e governance della scuola. Verso un sistema valutativo context-based», which is part of a larger research program (PRIN) entitled «La valutazione per il miglioramento dei servizi formativi. Una ricerca Università-territorio per la costruzione partecipata di modelli innovativi di assessment». In details, results from the exploratory phase of the research — which aimed to mapping the evaluation practices activated in different schools of Lombardy — are offered. The data collected are not without contradictions and controversial points. The main results are organized and described in terms of dichotomies between concepts: making and communicating; self-evaluation and certify, describing and stimulating, accounting and collaborating. Finally, for each of these dyads, is given a direction of development and/or improvement.
Keywords
Evaluation and assessment, School, Context.