Educational projects in inner areas, evaluation and situated learning. A methodological reflection

Abstract

Students learning surveys (such as Invalsi and OECD-PISA) show the importance of learning together with “non-observable” factors (such as social and cultural contexts) in influencing children’s knowledge and skills. From the primary cycle, Invalsi tests’ variability is significantly dependable on schools. To the same extent, the likelihood of becoming “resilient” students is not so much affected by individual characteristics, but rather by school factors. Alongside the experimentation of innovative educational actions with a territorial approach - as those tested by the National Strategy for Inner Areas - it is essential to conduct qualitative analyses in order to evaluate results and integrate the “quantitative dimension” of learning. The action-research activity, as an educational action and as a method of observation-analysis, can have relevant implications for education policies.