Abstract:

In order to trigger an effective process for the improvement of teaching, we need to have reliable and comparable results, collected by a system of objective assessment of learning.

We present the results of a research project – based on the measurement of learning standards, carried out through an external evaluation integrated with the internal evaluation prepared by the teachers. The project was aimed both at improving the performance of individual pupils and, secondly, at enhancing teachers’ professional skills.

The project goals consisted in supporting teachers of secondary schools (first level) in the development of those skills considered essential to improve the quality of education and the learning levels of the pupils who live in culturally deprived social realities.

The 'virtuous' mechanism, which from a diagnosis based on objective measurement of learning outcomes leads to the improvement of the teaching/learning process, consists in using the results of an external evaluation of learning to design improvement interventions aimed at students and teachers, through actions of "mentoring".

Our main goals were the following:
- create, through the use of technology, learning environments and teaching situations that improve the mathematical and language skills of pupils in early education;
- spread the culture of self-assessment and plans for the improvement of teaching through a specific training aimed at helping pupils with learning difficulties;
- increase teachers’ responsibility about their role and enhance their professional skills;
- analyse the quality of a teaching practices aimed at answering the different needs of students, according to the principles of personalized education;
- provide teachers with hints for reflection on their teaching process so as to urge them into a revision of their habits, communicative styles, pedagogical & teaching methodologies, contents and tools aimed at bringing up (making the most of) the value of gender differences;
- find out teaching methods to develop student motivation to learn.

The research project involved two phases:
a) The first phase was aimed at designing and develop working methods that lead to a gradual improvement of learning in the logical-mathematical and linguistic field. The activities proposed were meant to enhance the cognitive, metacognitive and motivational resources of ‘difficult’ students.
b) The second phase was directed at consolidating the teaching methods (already tested in the first phase) and analyse teaching practices through teachers’ storytelling in the schools involved in the research. Finally we disseminated the methodologies and tools that proved more effective.

The implementation of modules to enhance student learning and peer training interventions provided the opportunity to test and disseminate innovative teaching practices, centred on laboratory, teamwork and interdisciplinary approach.

The results of the project helped develop a ‘training package’ with specific interventions to support teachers of mathematics and Italian in their teaching. We used a method of "field training", which will impact on teachers’ professional behaviours by enhancing gradually their teaching and methodological skills.

Keywords:

Scholastic success, metacognitive teaching, career education, new technologies.