The academic community of the pedagogists has accepted the assessment of their scientific research as inevitable and necessary. Nonetheless they do not accept passively CIVR’s evaluation methods (quantitative and/or bibliometrical)because they are reputed unsuitable and inadequate for pedagogical-educational research. As a consequence, the question is: what will the academic pedagogists’ commitment be? They should aim at a double target: on the one hand, at the quality, the importance, the originality/innovation, the internationalization of their activities, on other hand, at an assessment which awards, selects, accredits, favours the auto- assessment. If this last aim is achieved, the “culture” of evaluation will not be regarded as a simple bureaucratic discharge but as a practice which gives responsibility and strength to the researcher’s autonomy.
Valutare la ricerca in pedagogia
PERLA, Loredana
2005-01-01
Abstract
The academic community of the pedagogists has accepted the assessment of their scientific research as inevitable and necessary. Nonetheless they do not accept passively CIVR’s evaluation methods (quantitative and/or bibliometrical)because they are reputed unsuitable and inadequate for pedagogical-educational research. As a consequence, the question is: what will the academic pedagogists’ commitment be? They should aim at a double target: on the one hand, at the quality, the importance, the originality/innovation, the internationalization of their activities, on other hand, at an assessment which awards, selects, accredits, favours the auto- assessment. If this last aim is achieved, the “culture” of evaluation will not be regarded as a simple bureaucratic discharge but as a practice which gives responsibility and strength to the researcher’s autonomy.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
