SWOT analisison policieson formative assessement

1. Introduction

Goal = to fill in the template for an analysis of Strengths, Weakness, Opportunities and Threats (SWOT) for each project partner country. These views will be processed through content analysis and deliver an open-access online publication. The ambition with this publication is to implement the results of ALiCE in the longer term at an European level.

The target group = by preference. At least interview with teachers, who participated in ALiCE training sessions. If possible complimented by experts (e.g. academics, researchers, teachers, NGO’s on CE) and educational policy makers, who are engaged in CE (e.g. Ministry of Education officers, National Agency for Education). Researchers would be an added value (NO, BE, PT, who are the partners in ALiCE project).

Final result: The publication with formulated conclusions and recommendations for local, national and European educational policy and practice, how to accommodate formative evaluation in CE in each country.

2. The context of the Italy / Sicily / Palermo / ALICE teacher’s schools

Giuseppina Monteleone, Istituto Magistrale Statale C. Finocchiaro Aprile: https://www.istitutofinocchiaroaprile.edu.it/

Grazia Spampinato, Istituto Magistrale Statale C. Finocchiaro Aprile: https://www.istitutofinocchiaroaprile.edu.it/

Benita Vasi, liceo Scientifico Statale S. Cannizzaro:
https://liceocannizzaropalermo.edu.it/

Antonio Cusumano, liceo Scientifico Statale Albert Einstein:
https://www.liceoeinstein.edu.it/

Roberta Bodanza, liceo Scientifico Statale Albert Einstein:
https://www.liceoeinstein.edu.it/

Salvatore Musotto, liceo Scientifico G.D’Alessandro:
https://www.iisdalessandro.edu.it/lsdalessandro/

3. SWOT analysis regarding policies on formative assessment in citizenship education in Italy / Sicily / Palermo /

Strengths

What aspects of the current policies on formative assessment in citizenship education do you consider as strengths? Assessment is through experience; the purpose of assessment is no longer to classify pupils, as was the case with grades selectively, but to understand them and help them in their education through learning experiences. Assessment through continuous feedback promotes self-awareness and self-assessment itself by students. Feedbacks can give insights into aspects that are essential for active citizenship. Are there specific features or components of the policies that have been effective in promoting formative assessment practices in citizenship education? The Agenda 2030 goals encouraged citizenship education as protection of rights, environment, proper use of technology, gender equality, and promoted proactive evaluation. How have these strengths positively impacted the overall quality of citizenship education? This type of formative evaluation pathway has led to the implementation of good practices as in the case of Erasmus projects or in the various citizenship education projects implemented within schools. Pupils have in some cases, outside the scheduled school activities, continued the proposed paths and realized lifelong learning.