european key competencies in education: design and assessment models

Access to fundamental knowledge is made possible and facilitated by positive attitudes towards learning; the aptitude for collaboration, the enhancement of cognitive styles can offer relevant contributions, promoting learning focused on the development of skills. On a methodological level, it is necessary to favor an educational practice that provides for the use of methods that involve students in tackling questions and problems of an applied nature, and that introduce the fundamental cores of knowledge and skills. Therefore, the need emerges to propose design and evaluation models intended not only to verify the knowledge acquired, but also to diagnose the level of significance and usability achieved, the ability of the learner to self-regulate the applied strategies. Evaluation thus becomes a measure of the ability to read the structures that regulate a given reality. Learning, as a complex educational activity, therefore requires new ways of planning and evaluating significant and authentic tasks, reflections on the itineraries and tools that have been used and which undergo continuous evolution, the acquisition of an ever greater awareness of the value teaching and assessment practices. There is a strong sense of the need to proceed with the definition of a teaching based on skills based on comparison and active sharing, with a projection towards the verticality of the process.