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FrancoAngeli Journals

Articles/Articoli

Vol. 12 No. 2 (2021): Evaluation, feedback, equity: a challenge in education

Formative use of authentic assessment tests in pre-service teacher education

DOI
https://doi.org/10.3280/ess2-2021oa12391
Submitted
agosto 25, 2021
Published
2021-12-21

Abstract

The survey of learning outocomes at the end of the degree course was launched in Italy, for general skills, in 2013 (Kostoris, 2015). Later it was extended to disciplinary skills (Teco-D), with the introduction of entrance tests, in order to evaluate the “added value” deriving from the attendance of the various degree courses. These findings have been and still are at the center of scientific debates and the subject of research. An interesting field of study has analyzed the strategies for using the results as feedback for the study courses, in a logic of continuous improvement, which starts from the involvement of teachers in the definition of common goals to the analysis of the effectiveness of training interventions (Federighi, 2018; Del Gobbo, 2018). However, the results of these systematic evaluations could also be used in an educational perspective for students, providing for individual feedback, with respect to the achievement of the essential goals of the degree profile, and a collective one, in group re-elaboration sessions. The proposal described in this contribution fits into this line, carried out in the course of studies in Primary Education at the University of Turin, with large contingents of students.

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