From the Monitoring of the Teaching-Learning Process to Didactics' Transparency

Abstract

The chapter starts with a short introduction on students’ assessment and school evaluation and the great changes investing them in last decades. Soon after the same topics are deeply analyzed with respect to results coming from educational research and to the introduction and use of ICT; as a consequence the limits of the partial application of ICT and information management to separated educational fields emerge. From the above remarks arises the author hypothesis of a paradigmatic change in education management and the consequent need for a deeper use of ICT and information systems in the management of educational data; contextually it is explained how the above change can lead to didactics’ transparency in teaching-learning processes.