1. The System of Measurement and Evaluation Regarding the Activity of Simulated Enterprises Multilateral projects

2. The ministerial project of the training simulated enterprises has been practicing at our institution since 1997. Our school is the regional Simucenter since 2005. This structure has the task of managing on-line with a specific application, all projects of the network of schools in the Veneto that implement the same project.

3. Multilateral projects 132 hours of school-work alternance were compulsory in the last classes (4th and 5th) of the old vocational education system (now only the 5th classes have remained) and each school could implement in different ways.

4. Multilateral projects Our school has chosen to carry out the alternation school and work through the project of simulated training firms, exploiting the skills of the teachers who had undergone specific training and determining two hours per week in the timetable of classes.

5. Multilateral projects At present the Reform has maintained the mandatory of the alternation school job but did not define a number of compulsory hours.

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7. The project training simulated business is developed in 3 phases: 1 - awareness and orientation 2 - activation 3 - management of the company

8. Multilateral projects  Analysis of the territory  Business idea  Identification of the tutor company

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10. Management of the Company Creation of a product list Conclusion of contracts utilities (gas, electricity) Opening c/c and banking transactions (bank, etc.). Customer Management: DT emission, invoices, online sales Supplier management: purchasing, recording invoices warehouse situation

11. Multilateral projects All procedures are carried out through the use of a specific software

12. Multilateral projects The class councils programmed project development using the model of Learning Units called UDA Enclosed is the UDA

13. Multilateral projects Assessment Assessment of the knowledge and skills: semistructured tests Product Evaluation: grids Process Evaluation: grids

14. Multilateral projects F OCUS OF OBSERVATION CRITERIAPRODUCTA SS. Functionality Lev. 0The product is seriously lacking so to compromise the functionality Lev. 1The product has a minimal functionality Lev. 2The product is functional within the parameters of full acceptability Lev. 3The product is excellent from the functionality point of view Completeness Lev. 0 The product is seriously incomplete. Lev. 1The product is complete in an essential way. Lev. 2 The product is functional within the parameters of full acceptability Lev. 3 The product is excellent from the functionality point of view Correctness Lev. 0 The execution of the product shows severe deficiencies from the viewpoint of the correctness of execution Lev. 1The product is performed sufficiently corrected Lev. 2The product is properly executed within the parameters of acceptability Lev. 3 The product is excellent from the point of view of the correct execution

15. Multilateral projects FOCUS OF OBSERVATION CRITERIACOGNITIVE DIMENSIONASS. Precision and skill in the use of tools and equipment Lev. 0The student uses the equipment only under close supervision Lev. 1The student uses simple tools in autonomy Lev. 2The student uses the equipment in autonomy and with reasonable accuracy Lev. 3The atudent uses the equipment in autonomy with precision, dexterity and efficiency Use of sectorial and technical professional language Lev. 0The student has numerous gaps in the use of technical and sectoral language Lev. 1 The student has a sectoral and professional technical limited lexis Lev. 2The student masters the language in a satisfactory way Lev. 3

16. Multilateral projects CRITERIA METACOGNITIVE DIMENSIONASS. Within given time Meet lead time Lev. 0 The student wastes time made available to him Lev. 1 The student does not use the given time profitably because he lacks in selforganization. Lev. 2The student needs more time because he works slowly, even if effectively. Lev. 3The student respects and effectively uses the given time. Research and information management Lev. 0The students does not look for information unless he is supervised. Lev. 1 He looks for information but using a superficial methodology, he choses only the essential ones. Lev. 2 He researches, gathers and uses information paying acceptable attention to the method Lev. 3 He researches, gathers and uses information carefully and with method in a conscious and autonomous way

17. Multilateral projects Skill to transfer the acquired knowledge Lev. 0 The student transfers the acquired knowledges to required contests under the direct supervision and however in unsatisfactory way. Lev. 1 The student transfers acquired knowledge to the required contests in showing sometimes few precision and without paying attention unless under direct supervision Lev. 2 The student transfers the acquired knowledge to the required contexts lacking sometimes in accuracy, but in respect of priorities Lev. 3 The student has excellent skills in transferring the acquired knowledge in the required contexts with autonomy and in their respect Deep and critical consciousness Lev. 0 The student is not entirely reflexive about his work paths and mostly motivates the failure to external causes Lev. 1 The student carefully thinks about his work path but meets difficulties in recognizing the given suggestions in order to improve Lev. 2 The student carefully thinks about his work path using indications in order to improve under an adult’s supervision Lev. 3 He reflects autonomously and continuously with reference to what he has learned in order to improve

18. Multilateral projects CRITERIAAFFECTIVE-MOTIVATIONAL AND RELATIONAL DIMENSIONASS. Relations with mates and adults Lev. 0The student adopts divergent attitudes with adults and peers. Lev. 1 The student shows difficulties in relating with adults and peers and he must continuously be stimulated. Lev. 2 The student relates with adults in positive way and cooperates with the group of mates in productive way. Lev. 3 The student builds a positive relationship with adults and with mates becomes the leading component of the group. Creativity Lev. 0The student passively executes the given instructions without expressing any original contribution. Lev. 1 The student implements mediocre products, proposing common connections between thought and objects. Lev. 2 The student implements products expressing a certain originality, proposing common connections between thought and objects, showing a personal contribution Lev. 3 The student is original and elaborates new connections between thoughts and objects, continuously innovating his work.

19. Multilateral projects Curiosity Lev. 0The student searches information only if required. Lev. 1The student autonomously searches information only if they are useful to the given task. Lev. 2 The student has a good motivation at learning but he limits his research to get information only useful to the school field. Lev. 3 The student is highly motivated at learning and exploring new sectors of knowledge using any kind of tool. Communication and socialization of experiences and knowledges. Lev. 0The student is not able to socialize experiences unless he is continuously guided. Lev. 1The student socializes with adults and mates in a unidirectional way. Lev. 2 The student socializes his own experiences only with his peers using hints in order to improve Lev. 3 The student socializes his own experiences and knowledge with adults and mates, actively, autonomously and enriching his own ideas in a dynamic way.