The aim of this paper is to discuss a participatory approach in assessing quality combined with the use of a structured standard-based instrument, the CLASS Pre-K (Pianta et al.,2008),in 3-6 ECEC services. In Italy,quality evaluation in ECEC is traditionally based on a participatory, negotiated approach (constructivist framework,Becchi,2000;Bondioli,2003;Bondioli,Ghedini,2000;Bondioli,Savio,2010;Cipollone,2001;Di Giandomenico,Musatti,Picchio,2008).Teachers are involved in processes of sense-making in observing and evaluating themselves, their schools and classrooms,and evaluation data are co-constructed by observers and teachers in order to acquire a real meaning.Often this approach led to the development of local assessment tools(e.g.AVSI,DAVOPSI).Instead, internationally widespread and validated assessment systems are very rarely used and even regarded with suspicion.This study proposes a tentative integration of these two different approaches of quality evaluation: a standard-based instrument, the Classroom-Assessment-Scoring-System Pre-K,has been proposed to groups of Italian preschool teachers,involved in exploring and discussing the tool, observing videos and reflecting on their relationships with children using CLASS dimensions and indicators. The study was conducted within a participatory framework. We adopted a qualitative research design and collected data through focus-group interviews with 38 preschool teachers. Participants were informed of the goals of the study.Their voluntary consent was elicited. Data analysis is currently on-going.Preliminary findings suggest that teachers recognize both strengths and limits of the tool,as well as the advantages that the opportunity to reflect starting from data elicited by CLASS entails. This study may offer a valuable perspective to look at standardized tools and of their possible use to foster teachers’ reflectivity and awareness.
Pagani, V., Pastori, G., Mantovani, S. (2015). A new perspective on quality evaluation: fostering teachers’ reflectivity using standard-based assessment tools within a participatory framework. Intervento presentato a: EECERA, Barcellona.
A new perspective on quality evaluation: fostering teachers’ reflectivity using standard-based assessment tools within a participatory framework
PAGANI, VALENTINAPrimo
;PASTORI, GIULIA GABRIELLASecondo
;MANTOVANI, SUSANNAUltimo
2015
Abstract
The aim of this paper is to discuss a participatory approach in assessing quality combined with the use of a structured standard-based instrument, the CLASS Pre-K (Pianta et al.,2008),in 3-6 ECEC services. In Italy,quality evaluation in ECEC is traditionally based on a participatory, negotiated approach (constructivist framework,Becchi,2000;Bondioli,2003;Bondioli,Ghedini,2000;Bondioli,Savio,2010;Cipollone,2001;Di Giandomenico,Musatti,Picchio,2008).Teachers are involved in processes of sense-making in observing and evaluating themselves, their schools and classrooms,and evaluation data are co-constructed by observers and teachers in order to acquire a real meaning.Often this approach led to the development of local assessment tools(e.g.AVSI,DAVOPSI).Instead, internationally widespread and validated assessment systems are very rarely used and even regarded with suspicion.This study proposes a tentative integration of these two different approaches of quality evaluation: a standard-based instrument, the Classroom-Assessment-Scoring-System Pre-K,has been proposed to groups of Italian preschool teachers,involved in exploring and discussing the tool, observing videos and reflecting on their relationships with children using CLASS dimensions and indicators. The study was conducted within a participatory framework. We adopted a qualitative research design and collected data through focus-group interviews with 38 preschool teachers. Participants were informed of the goals of the study.Their voluntary consent was elicited. Data analysis is currently on-going.Preliminary findings suggest that teachers recognize both strengths and limits of the tool,as well as the advantages that the opportunity to reflect starting from data elicited by CLASS entails. This study may offer a valuable perspective to look at standardized tools and of their possible use to foster teachers’ reflectivity and awareness.
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