La valutazione vista da lontano: lo sguardo della pedagogia generale (II)

Abstract

In this article, the investigation revolves round a reconsideration of evaluation by analysing the transcendence of the idea of evaluation as a moment that marks the end of a process. Attention is concentrated on the need to re-think the whole idea of didactic activity as a result of a new awareness of the tools of evaluation, a new definition of the objectives of verification, and of the coherence of the latter with the general objectives of education and choices made on a social and political level. The reflection adopts a new direction of educational research, which emerged as a result of the affirmation of a new epistemology combined whith the crisis of technical rationality governing the way training is thought and performed. The question of evaluation is closely connected with questions involving educational practices, expertise and its transference to different areas, and the educational system in particular. In this way, the evaluation play a significant role in the education of today’s generations, in connection with the role of pedagogy as a field of knowledge focusing on educational processes regarding today’s subjects, seen as they are, rather than according to idealized standards.

Keywords

• educational model
• evaluation
• formative process
• human development
• pedagogical culture