The issue of the evaluation of students, teachers, school managers, schools themselves and entire education systems has begun to attract particular attention among governments and policy-makers, both internationally and, increasingly, at national levels. School evaluation is used as a tool to improve understanding of how students progress in their learning, to provide information to parents and indeed society at large about performance, and to improve schools in terms of their leadership and teaching practices. In Italy, a National Evaluation System (SNV) was introduced in the 2014-2015 school year. The realities of the political landscape and the contradictions, uncertainties and complexities of the school sector have substantially conditioned the SNV’s implementation and continue to exert a major influence on it. This paper focuses on some of the many points worthy of attention and on the numerous open questions, with particular reference to their implications for pedagogical and educational research.
|Numero di pagine||16|
|Stato di pubblicazione||Pubblicato - 2019|
- educational policy