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

The feedback triangle for transparent and shared evaluation in digital environments. Description of an experience

DOI
https://doi.org/10.3280/ess2-2021oa12445
Submitted
September 2, 2021
Published
2021-12-21

Abstract

This work presents the dialogic and circular feedback processes initiated in the A.Y. 2020/21, in a transparent and shared didactic and evaluation context. Two online laboratories (41 students) are involved; the laboratories are part of the Course in Network Communication, included in the Master’s Degree in Pedagogical Studies at the Department of Education of Roma Tre University. The course was delivered by the author in digital environments and, in order to facilitate communication between students and teacher, the need emerged to activate additional feedback. In particular, also through the use of Open Badges, we wanted to make explicit those forms of feedback that usually remain tacit and that concern socio-affective and organizational aspects (Yang & Carless, 2013). The data, collected with qualitative-quantitative tools, showed that through dialogic and circular feedback, it is possible to build a teaching/learning context in which teacher and students can receive information on teaching and learning and actively participate in the educational process.

References

  1. Azevedo R., Bernard R.M. (1995). A meta-analysis of the effects of feedback in computer-based instruction. Journal of Educational Computing Research, 13(2): 111-127. Doi: 10.2190/9LMD-3U28-3A0G-FTQT.
  2. Bardin L. (1979). Análise de conteúdo. Lisboa: Edições.
  3. Black P., Wiliam D. (1998). Assessment and classroom learning. Assessment in Education, 5(1): 7-74. Doi: 10.1080/0969595980050102.
  4. Black P., Wiliam D. (2009). Developing the theory of formative assessment. Educational Assessment Evaluation and Accountability, 21(1): 5-31. doi: 10.1007/s11092-008-9068-5.
  5. Bloom B. S. (1968). Learning for Mastery. Instruction and Curriculum. Regional Education Laboratory for the Carolinas and Virginia. Topical Papers and Reprints, Number 1. Evaluation Comment, 1(2): 2. ED053419.pdf.
  6. Calvani A. (2005). Rete, comunità e conoscenza. Costruire e gestire dinamiche collaborative. Trento: Erickson.
  7. Chappuis S., Chappuis J. (2007). The best value in formative assessment. Educational Leadership, 65(4): 14-19. https://www.researchgate.net/publication/228779666_The_best_value_in_formative_assessment.
  8. Comoglio M. (2006). Valutazione per l’apprendimento. Come utilizzare la valutazione per promuovere il successo formativo. L’Educatore, 10: 22-25. http://www.laboratorioformazione.it/index.php?view=download&alias=466-la-valutazione-per-l-apprendimento&category_slug=7-mario-comoglio-09-10&option=com_docman&Itemid=514.
  9. Domenici G. (2007). La valutazione come volano della crescita formativa. Annali della Pubblica Istruzione. Rivista bimestrale Ministero Pubblica istruzione, 4-5: 57-69.
  10. Domenici G., Lucisano P. (2011). Valutazione, conoscenza, processi decisionali. Dibattito. Journal of Educational, Culture and Psychological Studies, 3: 147-167. https://www.ledonline.it/index.php/ECPS-Journal/article/viewFile/105/81.
  11. Domenici G., Chiappetta Cajola L. (2005) Organizzazione didattica e valutazione. Roma: Monolite.
  12. Hattie J., Timperley H. (2007). The power of feedback. Review of Educational Research, 77(1): 81-112. DOI: 10.3102/003465430298487.
  13. Hattie, J. A. (2011). Visible Learning for Teachers: Maximizing Impact on Learning. NY: Routledge.
  14. Heitink M.C., Van der Kleij F.M., Veldkamp B.P., Schildkamp K. and Kippers W.B. (2016). A systematic review of prerequisites for implementing assessment for learning in classroom practice. Educational Research Review, 17: 50-62 Doi: 10.1016/j.edurev.2015.12.002.
  15. Johnson D.W., Johnson R.T., and Smith K. (2014) Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory. Learning. Journal on Excellence in College Teaching, 25(4). http://personal.cege.umn.edu/~smith/docs/Johnson-Johnson-Smith-Cooperative_Learning-JECT-Small_Group_Learning-draft.pdf.
  16. La Rocca C. (2015). ePortfolio: l’uso di ambienti online per favorire l’orientamento in itinere nel percorso universitario. Giornale Italiano Della Ricerca Educativa, VIII(14): 157-174.
  17. La Rocca C., Capobianco R. (2016a). L’apprendimento insegnato. Valutazione per l’apprendimento vs valutazione dell’apprendimento. Journal of Educational, Cultural and Psychological Studies, V(1): 83-106. DOI: 10.7358/ecps-2016-014-rocc.
  18. La Rocca C. (2016b). La gestione del feedback nel Corso di Laurea in Scienze dell’Educazione “FAD”. Il blended tutor. In Domenici G. (a cura di), La Forma-zione On-Line a Roma Tre. L’esperienza del Corso di laurea in Scienze dell’Educazione. Roma: Armando.
  19. La Rocca C. (2019) Ricerca, azione e fiducia in classe. Uno sguardo trifocale sulle attività valutative. In Fiorucci M., Moretti G. (a cura di). Il tutor dei docenti neoassunti. Roma: Roma Tre Press.
  20. La Rocca C (2020a). Open Badge a scopo formativo: resoconto di una esperienza didattica in ambito universitario. Journal of Educational, Cultural and Psychological Studies, 21: 343-354. DOI: 10.7358/ecps-2020-021-laro.
  21. La Rocca C. (2020b). ePortfolio. Conoscersi, presentarsi, rappresentarsi. Narrare, condividere, includere. In epoca digitale. Roma: Roma Tre Press.
  22. Lucisano P. (2017). Il fine come criterio della validità di interventi educativi. In Notti A. M. (a cura di) La funzione educativa della valutazione. Teoria e pratiche della valutazione educativa. Lecce: Pensa MultiMedia.
  23. Magno Caldognetto E., Cavicchio F. (2008). Aspetti emotivi e relazionali nell’e-learning. Firenze: University Press.
  24. Marzano R. J. (2006). Classroom assessments and grading that work. Alexandria, VA: Association for Supervision and Curriculum Development.
  25. McConnell D. (2005) Examining the Dynamics of Networked E-Learning Groups and Communities. Studies in Higher Education, 30: 23-40. Doi: 10.1080/0307507052000307777.
  26. Nicol D. J., Macfarlane-Dick D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good practice. Studies in Higher Education, 31(2): 199-218 https://www.reap.ac.uk/reap/public/Papers/DN_SHE_Final.pdf.
  27. Rivoltella P.C. (2017). Media Education. Idea, metodo, ricerca. Brescia: Editrice Morcellina.
  28. Vertecchi B. (1976). Valutazione formativa. Torino: Loescher.
  29. Yang M., Carless D. (2013). The feedback triangle and the enhancement of dialogic feedback processes. Teaching in Higher Education, 18(3): 285-297. Doi: 10.1080/13562517.2012.719154.

Metrics

Metrics Loading ...