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Cite as
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Titolo completo
EDUCATIONAL REFLECTIVE PRACTICES
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Editore
FrancoAngeli
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ISSN
2240-7758 (Rivista Stampata)
2279-9605 (Rivista Online)
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Numero del fascicolo
2
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Designazione del fascicolo
2
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Data del fascicolo (YYYY/MM)
2014/05
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Titolo completo
La rete sommersa delle presupposizioni nel modello di valutazione del sistema scolastico. Dalla razionalità procedurale alla riflessività
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Di (autore)
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Prima Pagina
89
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Ultima Pagina
101
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Lingua del testo
Italiano
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Data di publicazione
2014/05
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Copyright
2013 FrancoAngeli srl
Introduzione o prefazione
In this paper, the epistemology of the High-Stakes test-based accountability of schools is analysed and its consequences on practice are scrutinised. More specifically, three dimensions of the rationality incorporated in the procedural models elaborated by the National Institute for the Evaluation of the School System (Invalsi) are highlighted: the evaluation of schools through the use of students' performances on standardised tasks; the nature of the socio-economical-cultural parameters that are selected to compare the educational contexts of school provision; the proposed model to represent the learning environment of individual schools. The use of simplified parameters to describe complex socio-cultural realities and the selective focus on a limited variety of relevant evidence in the Invalsi model are examined and the risk of introducing distortions in the evaluation of the educational provision is considered. As an alternative, a perspective based on 'reflective reasonableness' (Burbules, 1991, 1995) is introduced, in order to recognise the plurality of valid descriptions of the school system, the relevance of ethnographicallygenerated evidence in understanding the quality of teaching in specific schools and the importance of valuing the voice of teachers in identifying and solving the constraints of their everyday practice
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