La valutazione in campo educativo e formativo. Logiche, scenari, esperienze

From the evaluation, as we know, we expect answers. In reality, Katia Montalbetti's book adopts an approach that multiplies the questions - “How to evaluate rigorously?” and again “How to evaluate legitimately?” - clarifying, right from the start, the dual plan to which the evaluative action must refer: that of competent action and that of ethical action. \ r\nThe volume is aimed at operators (educators, trainers, pedagogists, teachers), university students and professionals interested in deepening the methodology of evaluative research applied to educational and training processes. \ r\ n The evaluation, although thorny and controversial, cannot be excluded from educational and training work, since it would give up useful evidence to give meaning to the action of those who work in the field and to identify paths for improvement for the future. Mastering the evaluation task is particularly demanding in real situations characterized by complexity, dynamism and uncertainty; hence the need for professionals to develop and consolidate an articulated set of skills over time. \ r\nWhat evaluative culture do we therefore need to evaluate well? Of an evaluative culture based on a method that protects against improvisation and hasty judgments while reducing the risk of instrumental and technocratic drifts. Of an evaluative culture based on reflection that recognizes the centrality of the professional who researches and reconstructs the sense of his actions within his professional context and, finally, of an evaluative culture based authentically on participation that translates into practices built “with” rather than “on” subjects within a framework of co-responsibility. \ r\ n The volume makes extensive reference to real evaluation cases and experiences and provides specific operational supports, suggesting that the reader adopt a critical and problematizing approach rather than merely an applicative one