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Articoli/Articles

V. 12 N. 2 (2021): Valutazione, feedback, equità: una sfida per la didattica

Feedback docente e revisione tra pari su compiti di progettazione della ricerca: evidenze empiriche da un corso di Pedagogia sperimentale online

DOI
https://doi.org/10.3280/ess2-2021oa12406
Inviata
30 agosto 2021
Pubblicato
21-12-2021

Abstract

La ricerca mira a identificare le tipologie di feedback che gli studenti reputano particolarmente utili per supportare percorsi di formazione universitaria online focalizzati sull’applicazione di conoscenze in compiti di progettazione, studiandone la relazione con alcune dimensioni cognitive dell’apprendimento. Lo studio, basato sull’analisi quantitativa di dati provenienti da un questionario somministrato a un gruppo di studenti e sulle valutazioni loro assegnate nelle diverse fasi del corso, verifica inoltre, all’interno di un disegno quasi-sperimentale, eventuali differenze tra chi ha lavorato in gruppo e chi individualmente e presenta gli esiti di un’analisi correlazionale tra l’utilità percepita delle varie tipologie di feedback indagate e il tasso di frequentazione delle lezioni.

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