Quello che i numeri non dicono. Uno studio mixed-methods sull'applicazione del CLASS in Italia
DOI:
https://doi.org/10.7346/sird-012021-p46Parole chiave:
valutazione della qualità ; mixed-methods; strumenti standardizzati; servizi educativi per l’infanzia; ricerca cross-culturale.Abstract
La crescente globalizzazione degli strumenti per valutare la qualità dei servizi educativi per l’infanzia richiede una riflessione sulla coerenza culturale e la validità ecologica di questi strumenti quando applicati in contesti culturali diversi da quelli d’origine, nonché sul significato delle incongruenze a livello psicome-trico che talora emergono – incongruenze che i soli metodi quantitativi spesso faticano a spiegare adegua-tamente. Il presente lavoro propone un framework integrato che combina l’analisi statistica degli strumenti di valutazione con un’esplorazione qualitativa dei significati e delle interpretazioni che accompagnano il loro utilizzo in un’altra cultura. Nello specifico, lo studio mixed-methods, analizzando le implicazioni dell’applicazione del CLASS Pre-K nelle scuole dell’infanzia italiane, offre una riflessione più ampia sull’importanza e la necessità di adottare un approccio critico e culturalmente sensibile quando si utilizzano strumenti di valutazione al di fuori della loro culla culturale.
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