On 12/4/2020 the ministry of education published the final guidelines (OM172) substituting the 0-10 grade scale (Ebel, Frisbie, 1965) with a criterion-based evaluation based on a 4-level scale and 4 dimensions to describe the way students reach specific learning objectives (Mager, 1975). This research analyzes the decree concrete application, the role of professional development and the changes in teaching. Previous legislation had already introduced many elements of this reform: formative assessment; punctual learning objectives leading to competence goals; construction of a school-based curriculum (Nigris, 2021). Why then has the decree caused so much disorientation among teachers? Various authors highlight the poor evaluative culture of Italian teachers (Calvani, 2019; Agrusti, 2021; Benvenuto, 2003). Extensive literature (Perrenoud, in Altet et alii, 2006; Pentucci, 2018) analyses how teachers, as professionals in action (Schön, 1983), rely on pedagogical formats and teachers' habitus, often unconsciously. If these implicit actions do not emerge, if organizational frameworks does not change, the risk is to have "innovation without change" (Barnes, 1992). On the other hand, Italian schools are periodically under pressure to improve their performance (OECD-Pisa; Invalsi). OM172 apparently tries to both nurture in teachers a culture of assessment and support an educational shift in schools. Prof. Nigris, coordinator of the ministerial working group, points to the "epochal change" in evaluation as a driver of innovation in instructional design and practice. Schools in need of training on evaluation, and on the teaching methodologies necessary to correctly apply the guidelines, reached out to university for PD modules that could help them in the transition. This created the condition for a mixed-methods research aiming at investigating: 1. What, if any, are the connections between teachers’ habitus, ideas of teaching and learning, culture of assessment, sense of self-efficacy, and ability to welcoming changes? 2. OM172 wants to produce substantial and lasting changes in evaluation and thus in teaching: what characteristics must effective training on these issues have for this to happen? 3. How is OM172 been applied in the past 2 years? Are we facing “innovation without change”? A survey with both open-ended, and close questions investigated the first research question. Given the role of believes in shaping teachers’ practice and the facts that teachers are widely unaware of them (Nespor, 1987), we inferred them from what teachers declare to do during their lessons adapting the DASTT scale (Thomas et al., 2001). Two case studies were designed to answer the last questions. They compared an institution (Es1), where the doctoral student acted as a participatory observant of the training and another one (Es2), where she carried out the training together with a professor. The trainings were similar for length and trainers’ understanding of the decree. Yet there were major organizational and methodological differences, among others: the use of cascade model (Kennedy, 2005), a lesson study cycle (Bartolini & Ramploud, 2018). Data were collected between October 2021 and April 2022 from surveys, training field notes, focus groups, documentation designed by teachers, in-depth interviews. Research results include identification of professional development elements of efficacy and relations between teachers believes, teaching methodology and idea of evaluation. For many teachers, evaluating is a process relatively independent from preparing activities, gathering evidence, providing feedback. Changing this idea is key to producing "innovation with change," this research tries to explore this critical issue and hypothesize solutions.

Il 4/12/2020 il MIUR ha pubblicato ordinanza e linee guida (OM172) che sostituisco il voto in decimi alla scuola primaria (Ebel, Frisbie, 1965) con una valutazione criteriale basata su 4 livelli e 4 dimensioni con cui descrivere il modo in cui gli studenti raggiungono specifici obiettivi di apprendimento (Mager, 1975). Questa ricerca analizza l’applicazione dell’ordinanza, il ruolo della formazione professionale e le possibili ricadute sulla didattica. La legislazione precedente aveva già introdotto diversi elementi della OM172: valutazione formativa; definizione degli obiettivi di apprendimento verso i traguardi di competenze; costruzione di curriculum di istituto (Nigris, 2021). Perchè quindi tanto disorientamento nei docenti? La scarsa cultura valutativa dei docenti italiani è evidenziata da vari autori (Calvani, 2019; Agrusti, 2021; Benvenuto, 2003). La letteratura (Perrenoud, in Altet et alii, 2006; Pentucci, 2018) analizza come gli insegnanti, quali professionisti in azione (Schön, 1983), facciano inconsapevolmente affidamento su formati pedagogici e habitus. Se questi impliciti non emergono e se non si crea la giusta cornice organizzativa, c’è il rischio che si produca “innovazione senza cambiamento” (Barnes, 1992). D’altra parte, la scuola italiana è periodicamente sotto pressione per migliorare i propri risultati (OECD-Pisa; Invalsi). OM172 sembra voler sia alimentare negli insegnanti una cultura della valutazione, che sostenere un mutamento didattico nella scuola. La Prof.ssa Nigris, coordinatrice del gruppo ministeriale, esplicita come il “cambiamento epocale” nella valutazione debba generare cambiamenti in progettazione e pratica didattica. Consapevoli dei propri bisogni formative in termini di valutazione e metodologie didattiche per applicare l’ordinanza, le scuole hanno chiesto moduli di formazione professionale alle università. Questo ha creato le condizioni per una ricerca mixed-methods per investigare: 1. Quale collegamento tra formati pedagogici ed habitus dei docenti, idee di insegnamento ed apprendimento, cultura della valutazione, senso di autoefficacia, e capacità di accogliere i cambiamenti? 2. OM172 vuole produrre cambiamenti sostanziali e duraturi nella valutazione e quindi nella didattica: quali caratteristiche deve avere una formazione efficace su questi temi perché questo accada? 3. A che punto siamo dopo 2 anni? Ci troviamo davanti ad una “innovazione senza cambiamento”? Perché? (barnes, 1992; elliot 1991) La prima domande è stata analizzata con un questionario a risposte chiuse ed aperte per investigare le belief degli insegnanti a partire da quanto dichiarano di fare in classe (Nespor, 1987), attraverso un adattamento della scala DASTT (Thomas et al., 2001). Due casi di studio si concentrano sulle ultime due domande. Mettono a confronto un’istituzione (Es1), dove la dottoranda è stata osservatrice partecipante della formazione e un’altra (Es2), dove l’ha strutturata direttamente insieme ad una docente universitaria. Le formazioni, simili per lunghezza e visione dei formatori sull’ordinanza, presentavano importanti differenze metodologiche ed organizzative, quali: l’uso di un modello a cascata (Kennedy, 2005) e di un ciclo di lesson study (Bartolini & Ramploud, 2018). Le evidenze, raccolte tra ottobre 2021 e aprile 2022 da questionari, diari di bordo, focus group, documentazioni delle docenti, interviste in profondità, hanno portato a identificare elementi di efficaci della formazione e i rapporti tra credenze dei docenti, didattica e idea di valutazione. Per molte docenti la valutazione è un processo relativamente indipendente dalla preparazione delle attività, la raccolta di evidenze, il feedback formativo. Cambiare questa idea è un punto cruciale per produrre “innovazione con cambiamento”, questa ricerca cerca di esplorare questa questione fondamentale e ipotizzare soluzioni.

Sostenere l'innovazione nella valutazione per cambiare la didattica. La sfida lanciata dall’Ordinanza 172: quale formazione professionale per evitare il rischio di innovazione senza cambiamento? / Laura Landi , 2023 Oct 12. 35. ciclo, Anno Accademico 2021/2022.

Sostenere l'innovazione nella valutazione per cambiare la didattica. La sfida lanciata dall’Ordinanza 172: quale formazione professionale per evitare il rischio di innovazione senza cambiamento?

LANDI, LAURA
2023

Abstract

On 12/4/2020 the ministry of education published the final guidelines (OM172) substituting the 0-10 grade scale (Ebel, Frisbie, 1965) with a criterion-based evaluation based on a 4-level scale and 4 dimensions to describe the way students reach specific learning objectives (Mager, 1975). This research analyzes the decree concrete application, the role of professional development and the changes in teaching. Previous legislation had already introduced many elements of this reform: formative assessment; punctual learning objectives leading to competence goals; construction of a school-based curriculum (Nigris, 2021). Why then has the decree caused so much disorientation among teachers? Various authors highlight the poor evaluative culture of Italian teachers (Calvani, 2019; Agrusti, 2021; Benvenuto, 2003). Extensive literature (Perrenoud, in Altet et alii, 2006; Pentucci, 2018) analyses how teachers, as professionals in action (Schön, 1983), rely on pedagogical formats and teachers' habitus, often unconsciously. If these implicit actions do not emerge, if organizational frameworks does not change, the risk is to have "innovation without change" (Barnes, 1992). On the other hand, Italian schools are periodically under pressure to improve their performance (OECD-Pisa; Invalsi). OM172 apparently tries to both nurture in teachers a culture of assessment and support an educational shift in schools. Prof. Nigris, coordinator of the ministerial working group, points to the "epochal change" in evaluation as a driver of innovation in instructional design and practice. Schools in need of training on evaluation, and on the teaching methodologies necessary to correctly apply the guidelines, reached out to university for PD modules that could help them in the transition. This created the condition for a mixed-methods research aiming at investigating: 1. What, if any, are the connections between teachers’ habitus, ideas of teaching and learning, culture of assessment, sense of self-efficacy, and ability to welcoming changes? 2. OM172 wants to produce substantial and lasting changes in evaluation and thus in teaching: what characteristics must effective training on these issues have for this to happen? 3. How is OM172 been applied in the past 2 years? Are we facing “innovation without change”? A survey with both open-ended, and close questions investigated the first research question. Given the role of believes in shaping teachers’ practice and the facts that teachers are widely unaware of them (Nespor, 1987), we inferred them from what teachers declare to do during their lessons adapting the DASTT scale (Thomas et al., 2001). Two case studies were designed to answer the last questions. They compared an institution (Es1), where the doctoral student acted as a participatory observant of the training and another one (Es2), where she carried out the training together with a professor. The trainings were similar for length and trainers’ understanding of the decree. Yet there were major organizational and methodological differences, among others: the use of cascade model (Kennedy, 2005), a lesson study cycle (Bartolini & Ramploud, 2018). Data were collected between October 2021 and April 2022 from surveys, training field notes, focus groups, documentation designed by teachers, in-depth interviews. Research results include identification of professional development elements of efficacy and relations between teachers believes, teaching methodology and idea of evaluation. For many teachers, evaluating is a process relatively independent from preparing activities, gathering evidence, providing feedback. Changing this idea is key to producing "innovation with change," this research tries to explore this critical issue and hypothesize solutions.
Supporting innovation in evaluation to change teaching methods. The challenge launched by Decree 172: what professional training can help avoiding the risk of innovation without change?
12-ott-2023
BERTOZZI, Rita
BERTOLINI, Chiara
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