The assessment: theoretical models and practices
Rosanna Tammaro, Marika Calenda, Iolanda Sara Iannotta
Starting from the concept of the evaluation action, these authors will provide a description of the educational evaluation as a discipline, and then we will stress the features of the main studies. In this paper, the salient aspects of the debate about the distinction between “paradigm” and “approach” will have deepened, in order to come to imagine a possible synthesis of the different models. It is also important to emphasise that, in the specialist literature, emerges that the various evaluation models are no longer considered as opposed, but conversely, it tend to a combined use (and creative) privileging one or another based on specific evaluation needs.
Keywords
Evaluation, paradigm, approach.
