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FrancoAngeli Journals

Articoli/Articles

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

Ripensare il concetto di feedback: il ruolo della comparazione nei processi di valutazione per l’apprendimento

DOI
https://doi.org/10.3280/ess2-2021oa12429
Inviata
31 agosto 2021
Pubblicato
21-12-2021

Abstract

La ricerca internazionale sul feedback s’inserisce in un framework costruttivista, all’interno del quale i ricercatori suggeriscono che per migliorare l'apprendimento, gli studenti devono assumere un ruolo maggiormente attivo nei processi di valutazione e di feedback. Questo articolo presenta la teoria dell’ internal feedback sviluppata da Nicol (2020) come alternativa radicale alle precedenti teorizzazioni sul tema. La premessa è che gli studenti generano continuamente feedback interni confrontando i loro pensieri, azioni e produzioni con diversi tipi di informazioni esterne. Tali informazioni potrebbero venire da libri di testo, video, osservazioni, risorse online, o potrebbe derivare da commenti o dialoghi con gli altri. In questa prospettiva, per migliorare l'apprendimento e la capacità autoregolativa degli studenti, si dovrebbe utilizzare e integrare un’ampia gamma di risorse, che potrebbero stimolare i processi comparativi ben al di là dei commenti valutativi dei docenti e dei feedback formali. In questo contesto, il presente articolo intende esplorare le implicazioni pedagogiche di tale teorizzazione oltre che presentarne una sperimentazione in un contesto universitario.

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