| dc.description.abstract | This work wants to offer a reflection about the self-assessment process realized by educational institutions after the Presidential Decree 80/2013. The project starts from the analysis of evolution of the evaluation concept in the educational field, for this reason the main reference paradigms were recalled, through which it was possible to define an evaluation process qualified through characteristics: circularity, awareness, reporting, improvement.
The procedures of decentralization and autonomy, initiated with Law 59/1997, have conferred new forms of responsibility to the schools. Many decisions, that in the past were taken at high levels, now depend exclusively on educational institution, this is the reason why it is very important to understand the way in which the schools exercise these new forms of responsibility, it becomes fundamental to understand how the schools organize themselves. The increased responsibilities of teachers and school heads require the need for greater awareness, on the part of school operators, so that they can act in a more relevant way, also through a comparison with information external to the institution, in this context we find the Self-Evaluation Report (RAV).
The work presents the data and reflections on the exploratory research that the writer conducted and addressed to the School of Campania region, in order to understand if the transformation process, introduced by Presidential Decree 80, has managed to produce a true culture of evaluation.
The research wanted to investigate, through the administration of questionnaires, the point of view of the internal evaluation units and of the head teachers who, in the first line, are involved in the self-evaluation report. The results of the experimentation confirmed a proactive and constructive attitude of the interviewees in favor of the self-evaluation process, however some critical issues emerge such as: poor docimological skills, difficulties in reading data and managing huge flows of information provided centrally. The results of the experimentation lead us to think that school operators have no prejudices towards the self-evaluation process, on the contrary they consider it as a way to describe yourself and compare with other realities.
Nevertheless, it is legitimate to ask whether the methods used up to now are relevant and responsive to the characteristics of Italian educational institutions. [edited by Author] | it_IT |
