Valutare l’insegnamento nell’istruzione superiore. A cosa serve veramente?

Abstract

Cours e evaluations by students mai nly emplo ys simple su r veys. However, there ar e many criticisms about their actual usefulness: empirical evidence shows that they are a ritual way of complying with administrative regulations; the scientific literature does not demonstrate their impact on the quality of learning. Moreover, their focus is mainly on student satisfaction and they do not consider the complexity of learning processes. A qualitative course evaluation was tested as an alternative approach. 106 master’s degree students in education provided rich answers describing both teachers and students as agents; they see their learning processes in a context of academic demands and social interactions. Experience suggests that qualitative course evaluations may give information on learning that cannot be uncovered in a traditional survey; They also support the student learner identity and emancipate his role as a co-producer of knowledge.