Abstract
| Lingua originale | Italian |
|---|---|
| pagine (da-a) | 92-112 |
| Numero di pagine | 21 |
| Rivista | PEDAGOGIA E VITA |
| Volume | 74 |
| Stato di pubblicazione | Published - 2016 |
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La valutazione e l’autovalutazione delle scuole italiane. / Zanniello, Giuseppe.
In: PEDAGOGIA E VITA, Vol. 74, 2016, pag. 92-112.Risultato della ricerca: Article
}
TY - JOUR
T1 - La valutazione e l’autovalutazione delle scuole italiane
AU - Zanniello, Giuseppe
PY - 2016
Y1 - 2016
N2 - The comprehension of social meaning of assessing Italian schools, started in the school year 2014-2015 along a three-year path articulated into four phases, improves if compared to the premises and preparations set of the previous twenty years. In this contribution, the steps of approaching the first systematic assessment of the Italian school are established. Italian school, with all its limitations, represents an authentic change of direction compared to the low leveling of performances. That is a deformation of the principle of equality, exploited by economy, trade union and party mechanisms that institutional governance still fails to effectively counteract. The necessary conditions with which the triggered process can produce a significant medium-term improvement in the quality of the educational service provided by each single school for pupils and their families are here illustrated.
AB - The comprehension of social meaning of assessing Italian schools, started in the school year 2014-2015 along a three-year path articulated into four phases, improves if compared to the premises and preparations set of the previous twenty years. In this contribution, the steps of approaching the first systematic assessment of the Italian school are established. Italian school, with all its limitations, represents an authentic change of direction compared to the low leveling of performances. That is a deformation of the principle of equality, exploited by economy, trade union and party mechanisms that institutional governance still fails to effectively counteract. The necessary conditions with which the triggered process can produce a significant medium-term improvement in the quality of the educational service provided by each single school for pupils and their families are here illustrated.
UR - http://hdl.handle.net/10447/225868
M3 - Article
VL - 74
SP - 92
EP - 112
JO - PEDAGOGIA E VITA
JF - PEDAGOGIA E VITA
SN - 0031-3777
ER -