Valutare un Teaching Program attraverso l’esperienza degli alumni: una ricerca empirica che offre stimoli alla riprogettazione didattica
DOI:
https://doi.org/10.7346/SIRD-022020-P137Parole chiave:
Higher education, SWOT Analysis, Valutazione, Service learningAbstract
La valutazione è uno step fondamentale per il processo di ottimizzazione di un Teaching Program, tuttavia, affinché sappia collocarsi in un’ottica trasformativa, è necessario che essa assuma una visione dinamica, orientata al cambiamento. Un modello capace di rispondere a queste esigenze è quello della valutazione evolutiva (developmental evaluation), che chiede di orientare la valutazione a un approccio fluido, che vada oltre la logica sommativa, per decodificare la complessità del reale in una multidimensionalità che metta a servizio dei processi di valutazione una prospettiva euristica, e che sappia interrogare la realtà da punti di vista non scontati. Questo è lo stimolo da cui nasce la ricerca presentata in questo articolo, che indaga gli
esiti di un percorso didattico coinvolgendo interlocutori inusuali, come gli studenti che hanno ormai concluso il percorso didattico e sono oggi inseriti nei contesti professionali (alumni). Lo studio, attraverso un approccio qualitativo, analizza l’esperienza di 42 alumni che hanno partecipato alla fase sperimentale del Programma di Service Learning promosso dall'Università degli Studi di Verona, allo scopo di trarre da essa spunti utili per ottimizzare il programma stesso. Lo strumento scelto per raccogliere i dati è la SWOT Analysis, in virtù della sua capacità di gettare luce sui diversi lati di un'organizzazione complessa, come quella di un Teaching Program.
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