The aim of this paper is to propose a reflection on the theme of participatory evaluation, starting from concrete experience in the socio-educational field. Participatory evaluation differs from traditional forms of evaluation because it involves trained evaluation personnel (or research specialists) and practice-based stakeholders working in partnership. Stakeholders are organization members with program responsibility or people (citizens) with a vital interest in the program, (primary users). The concrete experience of participatory evaluation was carried out on PEIV (Piano Educativo Integrato del Vergante) through the involvement of all actors who took part in the Planparticipants in the plan. First, the group reconstructed the project in its material dimension (needs-answers) and then reflected on the principles that guided the project. The experience of this participatory evaluation has allowed us to verify that, as indicated in the literature, this tool allows you to achieve results on at a personal level results (participants acquired new skills on through the evaluation, improved the perception of themselves as individuals able to find resources, revealed previously hidden thoughts), at group level (this experience allowed to increased mutual trust, listening skills and mutual understanding, and built a “knowledge” shared by the group about the project, reinforcing the network), and at the project level (through this experience lots of information on about the condition of the project were was obtained, the theoretical reference frame was clarified, the weaknesses and hypothesized solutions were highlighted).
|Titolo tradotto del contributo||[Autom. eng. transl.] Participatory evaluation as a tool for research, training, change: a case study on Peiv (Vergante's integrated educational plan)|
|Numero di pagine||27|
|Rivista||SOCIOLOGIA E POLITICHE SOCIALI|
|Stato di pubblicazione||Pubblicato - 2017|
- particpatory evaluation, networking, education
- valutazione partecipata, lavoro di rete, educazione