Skip to main navigation menu Skip to main content Skip to site footer
FrancoAngeli Journals

Articles/Articoli

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

Strategic competencies and university teaching: A path of self-regulation and assessment of learning in study and work

DOI
https://doi.org/10.3280/ess2-2021oa12416
Submitted
August 31, 2021
Published
2021-12-21

Abstract

The paper proposes a reading of university teaching as a learning environment that facilitates the development and cultivation of strategic competencies, with particular attention to self-regulatory competencies. In the first part, the paper provides some reflections on the theme of evaluation and then illustrates some effective approaches/tools for the management of the teaching process. The second part illustrates, instead, the results of a laboratory of self-assessment of strategic skills conducted within a university Master’s degree in management of training processes and human resources.

References

  1. Alessandrini G. (2016). Nuovo Manuale per l’esperto dei processi formativi. Roma: Carocci.
  2. Baldacci M. (2019). La scuola al bivio. Mercato o democrazia?. Milano: FrancoAngeli.
  3. Bardach L. and Klassen R.M. (2020). Smart teachers, successful students? A systematic review of the literature on teachers’ cognitive abilities and teacher effectiveness. Educational Research Review, 30: 1110-1135, DOI: 10.1016/j.edurev.2020.100312.
  4. Calvani A., a cura di (2015). Rete, comunità e conoscenza: costruire e gestire dina-miche collaborative. Trento: Erickson.
  5. Castoldi M. (2019). Rubriche valutative. Guidare l’espressione del giudizio. Milano: UTET.
  6. Dewey J. (1916). Democracy and education. An introduction to the philosophy of education. Massachusetts: The Macmillan Company.
  7. Ellerani P.G. (2017). Costruire l’ambiente di apprendimento. Prospettive di cooperative learning, service learning e problem-based learning. Teramo: Lisciani.
  8. Ellerani P.G. (2020). Capability ecosystem: l’ecosistema per l’innovazione e la formazione. Dal co-working al contesto di capacitazione. Roma: Armando.
  9. Engeström Y. (2016). Studies in Expansive Learning. Learning What Is Not Yet There. Cambridge: Cambridge University Press.
  10. European Commission (2018). Raccomandazione del Consiglio del 22 maggio 2018 relativa alle competenze chiave per l’apprendimento permanente. Bruxelles.
  11. Harley J.M., Mantou Lou N., Liu Y., Cutumisu M., Daniels L.M., Leighton J.P. and Nadon L. (2020). University students’ negative emotions in a computer-based examination: the roles of trait test-emotion, prior test-taking methods and gender. Assessment & Evaluation in Higher Education, 46(6): 956-972, DOI: 10.1080/02602938.2020.1836123.
  12. Le Boterf G. (1994). De la compétence. Essai sur un attracteur étrange. Paris: Les éditions d’organisation.
  13. Lillejord S. and Børte K. (2020).Trapped between accountability and professional learning? School leaders and teacher evaluation. Professional Development in Education, 46(2): 274-291, DOI: 10.1080/19415257.2019.1585384.
  14. Margiotta U. (2018). La formazione dei talenti. Tutti i bambini sono un dono, il talento non è un dono. Milano: FrancoAngeli.
  15. Mehrabi Boshrabadi A. and Reza Hosseini M. (2020). Designing collaborative problem solving assessment tasks in engineering: an evaluative judgement perspective. Assessment & Evaluation in Higher Education, 46(6): 913-927, DOI: 10.1080/02602938.2020.1836122.
  16. Mezirow J. (2003). Apprendimento e trasformazione. Il significato dell’esperienza e il valore della riflessione nell’apprendimento degli adulti. Milano: Raffaello Cortina.
  17. Moon J.A. (2004). Esperienza, riflessione, apprendimento. Manuale per una forma-zione innovativa. Roma: Carocci.
  18. Nigris E., Balconi B. e Zecca L. (2019). Dalla progettazione alla valutazione didattica. Progettare, documentare, monitorare. Milano: Pearson.
  19. Nussbaum M.C. (2012). Creare capacità. Liberarsi dalla dittatura del Pil. Bologna: il Mulino.
  20. Pellerey M. (2018). Soft skill e orientamento professionale. Roma: CNOS-FAP.
  21. Presidenza del Consiglio dei Ministri (2021). Piano Nazionale di Ripresa e Resilienza. #NextGenerationItalia. Roma.
  22. Rossi P.G. (2017). L’agire didattico. Manuale per l’insegnante. Brescia: La Scuola.
  23. Savickas M.L. (2014). Career counseling. Guida teorica e metodologica per il XXI secolo. Trento: Erickson.
  24. Sen A.K. (2000). Lo sviluppo è libertà. Perché non c’è crescita senza democrazia. Milano: Mondadori.
  25. Stančić M. (2020). Peer assessment as a learning and self-assessment tool: a look inside the black box. Assessment & Evaluation in Higher Education, 46(6): 852-864, DOI: 10.1080/02602938.2020.1828267.
  26. Stronge J.H. and Tucker P.D. (2020). Handbook on Teacher Evaluation. Assessing and Improving Performance. New York: Routledge.
  27. Wenger E. (2006). Comunità di pratica. Apprendimento, Significato e Identità. Milano: Raffaello Cortina.
  28. Zimmerman B.J. and Schunk D.H. (2011). Handbook of Self-Regulation of Learning and Performance. Oxon (NY): Routledge.

Metrics

Metrics Loading ...