The thesis deals the subject of teaching evaluation in higher education. Starting from the changed role of the University today, the first chapter introduced the institutional framework, particularly the reconstruction of the Bologna Process in the realization of the European Higher Education Area (EHEA). For this purpose, the research has examined the official statements about each Ministerial meeting of the Bologna Process and the documents produced by European Association for Quality Assurance in Higher Education (ENQA),European University Association (EUA) and National Unions of Students in Europe (ESIB). Considering the Italian context, it is presented mains normative directions in quality and evaluation in higher education matter. The second chapter considered some important approaches and models to evaluation, to refer to various authors in the field of educational research. In this direction, the thesis analyse the two main approaches to evaluation and quality teaching: the top-down approach and the bottom-up approach, with a perspective of complementary and convergence. The third chapter examined the relationship between evaluation processes, quality and university. It is consider the evaluation process such as the key of improvement, innovation and change. The systemic vision accentuates the importance of formative process. The fourth chapter presented the experience of the Department of Education of University of Padova, which has developed significant researches in this field. The research instruments used are: the analysis of public product documentation and interview of protagonists

La Valutazione della didattica universitaria: orientamenti istituzionali e sviluppi pedagogici / Pandolfi, Luisa. - (2011 Mar 04).

La Valutazione della didattica universitaria: orientamenti istituzionali e sviluppi pedagogici

PANDOLFI, Luisa
2011-03-04

Abstract

The thesis deals the subject of teaching evaluation in higher education. Starting from the changed role of the University today, the first chapter introduced the institutional framework, particularly the reconstruction of the Bologna Process in the realization of the European Higher Education Area (EHEA). For this purpose, the research has examined the official statements about each Ministerial meeting of the Bologna Process and the documents produced by European Association for Quality Assurance in Higher Education (ENQA),European University Association (EUA) and National Unions of Students in Europe (ESIB). Considering the Italian context, it is presented mains normative directions in quality and evaluation in higher education matter. The second chapter considered some important approaches and models to evaluation, to refer to various authors in the field of educational research. In this direction, the thesis analyse the two main approaches to evaluation and quality teaching: the top-down approach and the bottom-up approach, with a perspective of complementary and convergence. The third chapter examined the relationship between evaluation processes, quality and university. It is consider the evaluation process such as the key of improvement, innovation and change. The systemic vision accentuates the importance of formative process. The fourth chapter presented the experience of the Department of Education of University of Padova, which has developed significant researches in this field. The research instruments used are: the analysis of public product documentation and interview of protagonists
Evaluation; Higher Education
La Valutazione della didattica universitaria: orientamenti istituzionali e sviluppi pedagogici / Pandolfi, Luisa. - (2011 Mar 04).
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11388/251007
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