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Evaluation of training

Interest and sensitivity for issues concerned with the evaluation of training activities have grown notably in Italy in the course of the last ten years and this evolution has not only involved those directly responsible for such work (e.g. trainers/educators) but also other stakeholders who contribute at different levels and with different roles to the development of training activities (e.g. politicians, administrators, entrepreneurs).

Abetted by the spread of a considerable amount of theoretical elaborations and methodological proposals and driven by the increased importance of investment in training, practices of evaluation have firmly been established as one of the most crucial elements in pedagogical and training activities. The objective of such activities is to elicit and measure, during the verification phase, the level of learning, the knowledge acquired, the abilities of the course participant and his/her aptitude for his/her work role.

For years the Italian institute of Evaluation has promoted evaluation activities with regard to training. It has also developed original methodologies for recognition purposes on the basis of the context of the training. The following just form some of the instruments used:

  • Multiple choice tests;
  • Open answer question tests;
  • Production of written assignments;
  • Conceptual maps;
  • Face-to-face meetings (interviews, oral examinations);
  • Group discussions (group oral examinations and interviews);
  • Problem-solving exercises;
  • Field observations (situational);
  • Self-evaluation activities (self-applied instruments, portfolio of competencies, self-diagnosis, self-evaluation grids);