Education Sciences & Society

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2 issues per year, ISSN 2038-9442, ISSNe 2284-015X
Editors-in-chief: Michele Corsi, Catia Giaconi, Lorella Giannandrea, Pier Giuseppe Rossi, Massimiliano Stramaglia
Classified "A" by ANVUR in the fields 11/D1, 11/D2

Issue description

University didactics, innovation and inclusion. Assessment and feedback

Full Issue

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Michele Corsi, Pier Giuseppe Rossi, Lorella Giannandrea, Naomi Winstone

Didattica universitaria, innovazione e inclusione. Valutazione e feedback
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Michele Corsi, Pier Giuseppe Rossi, Lorella Giannandrea, Naomi Winstone

University didactics, innovation and inclusion. Assessment and feedback
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Federica Pelizzari, Maria Cristina Garbui, Pier Cesare Rivoltella

Designing embedded assessment in Higher Education workshops: A pilot study with pre-service teachers
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Rosita Deluigi, Ilenia Marino

Situational learning: Participatory university didactics in dialogue with the integrated education and training system 0-6
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Barbara Bruschi, Manuela Repetto, Melania Talarico

Gamified learning in higher education: A model of participative assessment
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Delio De Martino, Andrea Tinterri, Anna Dipace

“Mentimeter” and assessment: A pilot-study with a gamified approach
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Franco Bochicchio, Valentina Pennazio, Samantha Armani, Sissi Pisano

Relationships between evaluation and self-direction, and reflections on university learning
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Francesca Gratani, Lorenza Maria Capolla, Lorella Giannandrea, Pier Giuseppe Rossi

Rethinking assessment practices in schools. A research-training pathway to foster assessment as learning
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Nicola Nasi, Letizia Caronia

Stereotypes and prejudices in the Italian L2 class. A conversation analysis of their emergence in teachers’ talk
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Andrea Tarantino, Ezio Del Gottardo, Salvatore Patera

Assess the experiential training. The “sentirsi in alto mare” case
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Salvatore Patera, Ezio Del Gottardo

Towards a model of evaluation, validation and maintenance of competences acquired in a non-formal context. The case of Improteatro, Scuola Nazionale di Improvvisazione Teatrale
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Marta De Angelis, Filippo Bruni, Livia Petti

Developing feedback literacy in initial teacher education: Results from an investigation
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Flavia Stara

Knowledge and Learning Con-Validation Processes
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Nadia Sansone, Ilaria Bortolotti, Manuela Fabbri

Collaborative peer-feedback practices in hybrid learning environments
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Gemma Carotenuto, Cristina Coppola, Michele Fiorentino, Antonella Montone, George Santi

The role of peer-review workshops in prospective teacher training
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Chiara Laici, Maila Pentucci

Developing university students’ feedback literacy through peer feedback activities
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Francesca Crudele, Juliana E. Raffaghelli

Argument maps as comparator for internal feedback: A Lab for undergraduate students
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Maila Pentucci, Annalina Sarra, Chiara Laici

Feedback to align teacher and student in a Digital Learning Ecosystem
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Giovanna Cioci

Digital learning ecosystem of an online course provided by the University for teachers of a school: Analysis of feedbacks collected with technological devices
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Miriam Cuccu, Francesca Mondin

Laboratory teaching and shared feedback for the prefiguration of educational professionalism
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Antonio Marzano

Encourage reflective and self-assessment processes through the automatic processing of personalized feedback
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Francesca Storai, Ilaria Salvadori

What feedback do students expect for effective learning?
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Filomena Faiella, Giuseppina Albano, Paola Attolino, Maria Chiara Castaldi, Marco Giordano, Maria Grazia Lombardi, Emiliana Mannese, Valentina Mascolo, Maria Ricciardi, Giulia Savarese

Improving higher education teaching with feedback of eye tracking glasses: An international and interdisciplinary study
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Maria Ranieri, Ilaria Ancillotti, Alice Roffi

Technologies as learning mediators in interactive and conversational teaching approaches: A research study on the lesson's co-construction in the training of special education teachers
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Stefano Cacciamani

Using the Progressive Design Method in higher education: An analysis of cohesion, collaboration and inclusion dimensions
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Emanuela Zappalà, Paola Aiello

Future support teachers’ opinions about their role on inclusion of students with ASD. An exploratory study to determine training impact
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Catia Giaconi, Noemi Del Bianco, Ilaria D'Angelo, Aldo Caldarelli, Simone Aparecida Capellini

Video as educational mediator: Exploratory reserch to perceptions of teachers in training
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Ignacio Pais

A possible dialogue between Accessibility and Assessment in university context. Considerations from a case study
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Mirca Montanari

Inclusive learning assessment for and with university students
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Tiziana Mascia

The Creative evolution of children's and adolescents' nonfiction literature. An international perspective
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Grazia Romanazzi

Pierluigi Malavasi, PNRR e formazione. La via della transizione ecologica, Vita e Pensiero, Milano 2022
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About

Volume 14, No. 1 (2023)University didactics, innovation and inclusion. Assessment and feedback

Issue description

Full Issue

Editoriale/Editorial

Didattica universitaria, innovazione e inclusione. Valutazione e feedback

University didactics, innovation and inclusion. Assessment and feedback

Articles/Articoli

Designing embedded assessment in Higher Education workshops: A pilot study with pre-service teachers

Situational learning: Participatory university didactics in dialogue with the integrated education and training system 0-6

Gamified learning in higher education: A model of participative assessment

“Mentimeter” and assessment: A pilot-study with a gamified approach

Relationships between evaluation and self-direction, and reflections on university learning

Rethinking assessment practices in schools. A research-training pathway to foster assessment as learning

Stereotypes and prejudices in the Italian L2 class. A conversation analysis of their emergence in teachers’ talk

Assess the experiential training. The “sentirsi in alto mare” case

Towards a model of evaluation, validation and maintenance of competences acquired in a non-formal context. The case of Improteatro, Scuola Nazionale di Improvvisazione Teatrale

Developing feedback literacy in initial teacher education: Results from an investigation

Knowledge and Learning Con-Validation Processes

Collaborative peer-feedback practices in hybrid learning environments

The role of peer-review workshops in prospective teacher training

Developing university students’ feedback literacy through peer feedback activities

Argument maps as comparator for internal feedback: A Lab for undergraduate students

Feedback to align teacher and student in a Digital Learning Ecosystem

Digital learning ecosystem of an online course provided by the University for teachers of a school: Analysis of feedbacks collected with technological devices

Laboratory teaching and shared feedback for the prefiguration of educational professionalism

Encourage reflective and self-assessment processes through the automatic processing of personalized feedback

What feedback do students expect for effective learning?

Improving higher education teaching with feedback of eye tracking glasses: An international and interdisciplinary study

Technologies as learning mediators in interactive and conversational teaching approaches: A research study on the lesson's co-construction in the training of special education teachers

Using the Progressive Design Method in higher education: An analysis of cohesion, collaboration and inclusion dimensions

Future support teachers’ opinions about their role on inclusion of students with ASD. An exploratory study to determine training impact

Video as educational mediator: Exploratory reserch to perceptions of teachers in training

A possible dialogue between Accessibility and Assessment in university context. Considerations from a case study

Inclusive learning assessment for and with university students

The Creative evolution of children's and adolescents' nonfiction literature. An international perspective

Book reviews/Recensioni

Pierluigi Malavasi, PNRR e formazione. La via della transizione ecologica, Vita e Pensiero, Milano 2022