From the informative feedback to the generative feedback

Pier Giuseppe Rossi; Maila Pentucci; Laura Fedeli; Lorella Giannandrea; Valentina Pennazio

The need for innovation in didactics: inclusion and technologies

Vol. 9 No. 2 (2018): ESS - The need for innovation in didactics: inclusion and technologies

From the informative feedback to the generative feedback

Pier Giuseppe Rossi^▸^▾
Maila Pentucci
Laura Fedeli
Lorella Giannandrea
Valentina Pennazio

PDF (Italiano)

Submitted: dicembre 12, 2018
Published: 2019-01-18

Abstract

da aggiungere

References

Altet M. (2012). L’apporto dell’analisi plurale dalle pratiche didattiche alla co-formazione degli insegnanti. In Rivoltella, P.C. e Rossi, P.G., a cura di, L’agire didattico. Manuale per l’insegnante. Brescia: La Scuola.
Beck U. (1999). Che cos’è la globalizzazione. Roma: Carocci.
Beck U. (2000). La società del rischio. Verso la seconda modernità. Roma: Carocci.
Bereiter C. (2002). Artifacts, canons and the progress of pedagogy: A response to contributors. In Smith B., a cura di, Liberal education in a knowledge society. Chicago, IL: Open Court.
Berthoz A. (2011). La semplessità. Torino: Codice Edizioni.
Bezemer J., Jewitt C., Diamantopoulou S., Kress G. and Mavers, D. (2012). Using a social semiotic approach to multimodality: Researching learning in schools, museums and hospitals. S.l.: NCRM.
Bonaiuti G. and Ricciu R. (2017). Dispositivi mobili per aumentare l'attenzione e migliorare l'apprendimento. Form@re. Open Journal per la formazione in rete, 17(1): 190-203. DOI: 10.13128/formare-20470.
Bonanno A., Bozzo G. and Sapia P. (2018). Innovazione didattica nell'insegnamento della Fisica per Scienze Biologiche: sperimentazione e risultati. Il Giornale di Fisica, in press.
Boud D. and Soler R. (2015). Sustainable assessment revisited. Assessment and Evaluation in Higher Education, 41(3): 400-413. DOI: 10.1080/02602938.2015.1018133.
Boyle B. and Charles M. (2014). Using multiliteracies and multimodalities to support young children e-learning. Los Angeles: Sage.
Braidotti R. (2013). The Posthuman. Malden: Wiley.
Brousseau, G. (1986). Fondements et méthodes de la didactique des mathématiques. Recherches en Didactique des Mathématiques, 7(2), 33- 115.
Butin D., a cura di (2005). Service-learning in higher education: Critical issues and directions. New York, NY: Palgrave Macmillan.
Carless D. (2006). Differing perceptions in the feedback process. Studies In Higher Education, 31 (2): 219-233. DOI: 10.1080/03075070600572132.
Caruana F. and Borghi A.M. (2016). Il cervello in azione. Bologna: Il Mulino.
Compton M. and Allen J. (2018). Student Response Systems: a rationale for their use and a comparison of some cloud-based tools. Compass: Journal of Learning and Teaching, 11(1)- Available at: https://journals.gre.ac.uk/index.php/compass/article/view/696. DOI: 10.21100/compass.v11i1.696.
DeNisi A. and Kluger A.N. (2000). Feedback effectiveness: Can 360 degree appraisals be improved? Academy of Management Executives, 14: 129–139.
Durand M. (2017). L'activité en transformation. In Barbier J.M. e Durand M., a cura di, Encyclopédie d'analyse des activités. Paris: PUF.
Durand M. and Poizat G. (2017). Enazione, attività umana e ambienti di formazione. In Rivoltella P.C. e Rossi P.G., a cura di, L’agire didattico. Brescia: La Scuola.
Evans C. (2013). Making Sense of Assessment Feedback in Higher Education. Review of Educational Research, 83(1): 70-120. DOI: 10.3102/0034654312474350.
Ferguson P. (2011). Student perceptions of quality feedback in teacher education. Assessment & Evaluation in Higher Education, 36, 51–62. DOI:10.1080/02602930903197883.
Fishman B. and Dede C. (2016). Teaching and technology: New tools for new times. In Fishman B., Dede C. and Means B., a cura di, Handbook of research on teaching. New York: Routledge.
Flessner R. (2014). Revisiting Reflection: Utilizing Third Spaces in Teacher Education. The Educational Forum, 78(3): 231-247. DOI: 10.1080/00131725.2014.912711.
Gagné R.M. (1965). The Conditions of Learning. New York: Holt, Rinehart & Winston.
Gallese V. and Cuccio V. (2017). A Peircean account of concepts: Grounding abstraction in phylogeny through a comparative neuroscientific perspective. Philosophical Transactions of The Royal Society B Biological Sciences, 373(1572): 1-10. DOI: 10.15502/9783958570269.
Gibbs G. and Simpson C. (2005). Conditions under which assessment supports students’ learning. Learning and teaching in higher education, 1: 3-31.
Giddens A. (1994). Le conseguenze della modernità: fiducia e rischio, sicurezza e pericolo. Bologna: Il Mulino.
Giddens A. (1999). La terza via. Milano: Il Saggiatore.
Gipps C. (2002). Sociocultural perspectives on assessment. In G. Wells G. e Claxton G., a cura di, Learning for life in the 21st century. Oxford, UK: Blackwell.
Greimas A. (1982). Del senso, 2. Milano: Bompiani.
Grion V. and Tino, C. (2018). Verso una “valutazione sostenibile” all’università: percezioni di efficacia dei processi di dare e ricevere feedback fra pari. Lifelong Lifewide Learning, 31: 38-55.
Guthierrez C. (2008). Developing a Sociocritical Literacy in the Third Space. Reading Research Quarterly, 43(2): 148-164. DOI: 10.1598/RRQ.43.2.3.
Hattie J. and Clarke S. (2018). Visible Learning: Feedback. New York: Routledge.
Hattie J. and Yates G.C.R. (2013). Visible Learning and the science of how we learn. Abingdon: OX.
Hatzipanagos S. and Warburton S. (2009). Feedback as dialogue: Exploring the links between formative assessment and social software in distance learning. Learning Media and Technology, 34: 45–59. DOI:10.1080/17439880902759919.
Higgins R., Hartley P. and Skelton, A. (2001). Getting the message across: the problem of communicating assessment feedback. Teaching in Higher Education, 6 (2): 269-274. DOI: 10.1080/13562510120045230.
Kress G. (2003). Literacy in New Media Age. London: Routledge.
Lasch S. (1995). Global Modernities. Los Angeles CA: Sage.
Laurillard D. (2014). L’insegnamento come scienza della progettazione. Milano: Franco Angeli.
Magnoler P. (2018). The “transversal skills” in academic teaching practices. Form@re. Open Journal per la formazione in rete, 18(1): 111-124. DOI: 10.13128/formare-22574.
Manzini E. (2018). Politiche del quotidiano. Progetti di vita che cambiano il mondo. Roma: Edizioni di Comunità.
Martindale N. (2017). Combat the skills crisis with lifelong learning. Available in Racconteur.net.
Nicol D. (2018). Unlocking generative feedback through peer reviewing. In Grion, V. e Serbati A., a cura di, Valutare l’apprendimento o valutare per l’apprendimento? Verso una cultura della valutazione sostenibile all’Università. Lecce: Pensa Multimedia.
Nilsson S. (2010). Developping voice in digital storytelling through creative, narrative and multimodality. International Journal of Media Technology and Lifelong Learning, 6(2): 1-21.
Norman D. (1997). La caffettiera del masochista. Psicopatologia degli oggetti quotidiani. Firenze: Giunti.
Pachler N., Davies J. (2018). Teaching and Learnig in Hight Education. London. UCL IOE Press
Papinczak T., Young, L. and Groves, M. (2007). Peer assessment in problem-based learning: a qualitative study. Advances in Healt Sciences Education: Theory and Practice, 12(2), 169-186. DOI: 10.1007/s10459-005-5046-6.
Parrott S., & Jones S. (2018). Virtual Mobility: Flipping the Global Classroom Through a Blended Learning Opportunity. In Hall T., Gray T., Downey G. and Singh M., a cura di, The Globalisation of Higher Education. Cham: Palgrave Macmillan.
Rivoltella P.C. (2013). Fare didattica con gli EAS. Episodi di Apprendimento Situato. Brescia: La Scuola.
Rivoltella P.C. (2014). La previsione. Neuroscienze, apprendimento, didattica. Brescia: La Scuola.
Rivoltella P.C. (2017). Premessa a "La valutazione delle azioni educative" di Charles Hadji, in Hadji, C.H., La valutazione delle azioni educative. Brescia: La Scuola.
Rivoltella P.C. and Rossi P.G. (2019). Il corpo e la macchina. Brescia: La Scuola.
Rossi P.G. (2016). Alignment. Education Sciences and Society, 7(2): 33-50.

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Rossi, P. G., Pentucci, M., Fedeli, L., Giannandrea, L., & Pennazio, V. (2019). From the informative feedback to the generative feedback. Education Sciences & Society - Open Access, 9(2). Retrieved from https://journals.francoangeli.it/index.php/ess/article/view/7102

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[1] Altet M. (2012). L’apporto dell’analisi plurale dalle pratiche didattiche alla co-formazione degli insegnanti. In Rivoltella, P.C. e Rossi, P.G., a cura di, L’agire didattico. Manuale per l’insegnante. Brescia: La Scuola.

[2] Beck U. (1999). Che cos’è la globalizzazione. Roma: Carocci.

[3] Beck U. (2000). La società del rischio. Verso la seconda modernità. Roma: Carocci.

[4] Bereiter C. (2002). Artifacts, canons and the progress of pedagogy: A response to contributors. In Smith B., a cura di, Liberal education in a knowledge society. Chicago, IL: Open Court.

[5] Berthoz A. (2011). La semplessità. Torino: Codice Edizioni.

[6] Bezemer J., Jewitt C., Diamantopoulou S., Kress G. and Mavers, D. (2012). Using a social semiotic approach to multimodality: Researching learning in schools, museums and hospitals. S.l.: NCRM.

[7] Bonaiuti G. and Ricciu R. (2017). Dispositivi mobili per aumentare l'attenzione e migliorare l'apprendimento. Form@re. Open Journal per la formazione in rete, 17(1): 190-203. DOI: 10.13128/formare-20470.

[8] Bonanno A., Bozzo G. and Sapia P. (2018). Innovazione didattica nell'insegnamento della Fisica per Scienze Biologiche: sperimentazione e risultati. Il Giornale di Fisica, in press.

[9] Boud D. and Soler R. (2015). Sustainable assessment revisited. Assessment and Evaluation in Higher Education, 41(3): 400-413. DOI: 10.1080/02602938.2015.1018133.

[10] Boyle B. and Charles M. (2014). Using multiliteracies and multimodalities to support young children e-learning. Los Angeles: Sage.

[11] Braidotti R. (2013). The Posthuman. Malden: Wiley.

[12] Brousseau, G. (1986). Fondements et méthodes de la didactique des mathématiques. Recherches en Didactique des Mathématiques, 7(2), 33- 115.

[13] Butin D., a cura di (2005). Service-learning in higher education: Critical issues and directions. New York, NY: Palgrave Macmillan.

[14] Carless D. (2006). Differing perceptions in the feedback process. Studies In Higher Education, 31 (2): 219-233. DOI: 10.1080/03075070600572132.

[15] Caruana F. and Borghi A.M. (2016). Il cervello in azione. Bologna: Il Mulino.

[16] Compton M. and Allen J. (2018). Student Response Systems: a rationale for their use and a comparison of some cloud-based tools. Compass: Journal of Learning and Teaching, 11(1)- Available at: https://journals.gre.ac.uk/index.php/compass/article/view/696. DOI: 10.21100/compass.v11i1.696.

[17] DeNisi A. and Kluger A.N. (2000). Feedback effectiveness: Can 360 degree appraisals be improved? Academy of Management Executives, 14: 129–139.

[18] Durand M. (2017). L'activité en transformation. In Barbier J.M. e Durand M., a cura di, Encyclopédie d'analyse des activités. Paris: PUF.

[19] Durand M. and Poizat G. (2017). Enazione, attività umana e ambienti di formazione. In Rivoltella P.C. e Rossi P.G., a cura di, L’agire didattico. Brescia: La Scuola.

[20] Evans C. (2013). Making Sense of Assessment Feedback in Higher Education. Review of Educational Research, 83(1): 70-120. DOI: 10.3102/0034654312474350.

[21] Ferguson P. (2011). Student perceptions of quality feedback in teacher education. Assessment & Evaluation in Higher Education, 36, 51–62. DOI:10.1080/02602930903197883.

[22] Fishman B. and Dede C. (2016). Teaching and technology: New tools for new times. In Fishman B., Dede C. and Means B., a cura di, Handbook of research on teaching. New York: Routledge.

[23] Flessner R. (2014). Revisiting Reflection: Utilizing Third Spaces in Teacher Education. The Educational Forum, 78(3): 231-247. DOI: 10.1080/00131725.2014.912711.

[24] Gagné R.M. (1965). The Conditions of Learning. New York: Holt, Rinehart & Winston.

[25] Gallese V. and Cuccio V. (2017). A Peircean account of concepts: Grounding abstraction in phylogeny through a comparative neuroscientific perspective. Philosophical Transactions of The Royal Society B Biological Sciences, 373(1572): 1-10. DOI: 10.15502/9783958570269.

[26] Gibbs G. and Simpson C. (2005). Conditions under which assessment supports students’ learning. Learning and teaching in higher education, 1: 3-31.

[27] Giddens A. (1994). Le conseguenze della modernità: fiducia e rischio, sicurezza e pericolo. Bologna: Il Mulino.

[28] Giddens A. (1999). La terza via. Milano: Il Saggiatore.

[29] Gipps C. (2002). Sociocultural perspectives on assessment. In G. Wells G. e Claxton G., a cura di, Learning for life in the 21st century. Oxford, UK: Blackwell.

[30] Greimas A. (1982). Del senso, 2. Milano: Bompiani.

[31] Grion V. and Tino, C. (2018). Verso una “valutazione sostenibile” all’università: percezioni di efficacia dei processi di dare e ricevere feedback fra pari. Lifelong Lifewide Learning, 31: 38-55.

[32] Guthierrez C. (2008). Developing a Sociocritical Literacy in the Third Space. Reading Research Quarterly, 43(2): 148-164. DOI: 10.1598/RRQ.43.2.3.

[33] Hattie J. and Clarke S. (2018). Visible Learning: Feedback. New York: Routledge.

[34] Hattie J. and Yates G.C.R. (2013). Visible Learning and the science of how we learn. Abingdon: OX.

[35] Hatzipanagos S. and Warburton S. (2009). Feedback as dialogue: Exploring the links between formative assessment and social software in distance learning. Learning Media and Technology, 34: 45–59. DOI:10.1080/17439880902759919.

[36] Higgins R., Hartley P. and Skelton, A. (2001). Getting the message across: the problem of communicating assessment feedback. Teaching in Higher Education, 6 (2): 269-274. DOI: 10.1080/13562510120045230.

[37] Kress G. (2003). Literacy in New Media Age. London: Routledge.

[38] Lasch S. (1995). Global Modernities. Los Angeles CA: Sage.

[39] Laurillard D. (2014). L’insegnamento come scienza della progettazione. Milano: Franco Angeli.

[40] Magnoler P. (2018). The “transversal skills” in academic teaching practices. Form@re. Open Journal per la formazione in rete, 18(1): 111-124. DOI: 10.13128/formare-22574.

[41] Manzini E. (2018). Politiche del quotidiano. Progetti di vita che cambiano il mondo. Roma: Edizioni di Comunità.

[42] Martindale N. (2017). Combat the skills crisis with lifelong learning. Available in Racconteur.net.

[43] Nicol D. (2018). Unlocking generative feedback through peer reviewing. In Grion, V. e Serbati A., a cura di, Valutare l’apprendimento o valutare per l’apprendimento? Verso una cultura della valutazione sostenibile all’Università. Lecce: Pensa Multimedia.

[44] Nilsson S. (2010). Developping voice in digital storytelling through creative, narrative and multimodality. International Journal of Media Technology and Lifelong Learning, 6(2): 1-21.

[45] Norman D. (1997). La caffettiera del masochista. Psicopatologia degli oggetti quotidiani. Firenze: Giunti.

[46] Pachler N., Davies J. (2018). Teaching and Learnig in Hight Education. London. UCL IOE Press

[47] Papinczak T., Young, L. and Groves, M. (2007). Peer assessment in problem-based learning: a qualitative study. Advances in Healt Sciences Education: Theory and Practice, 12(2), 169-186. DOI: 10.1007/s10459-005-5046-6.

[48] Parrott S., & Jones S. (2018). Virtual Mobility: Flipping the Global Classroom Through a Blended Learning Opportunity. In Hall T., Gray T., Downey G. and Singh M., a cura di, The Globalisation of Higher Education. Cham: Palgrave Macmillan.

[49] Rivoltella P.C. (2013). Fare didattica con gli EAS. Episodi di Apprendimento Situato. Brescia: La Scuola.

[50] Rivoltella P.C. (2014). La previsione. Neuroscienze, apprendimento, didattica. Brescia: La Scuola.

[51] Rivoltella P.C. (2017). Premessa a "La valutazione delle azioni educative" di Charles Hadji, in Hadji, C.H., La valutazione delle azioni educative. Brescia: La Scuola.

[52] Rivoltella P.C. and Rossi P.G. (2019). Il corpo e la macchina. Brescia: La Scuola.

[53] Rossi P.G. (2016). Alignment. Education Sciences and Society, 7(2): 33-50.