Valutazione, feedback, equità: una sfida per la didattica

Michele Corsi; Pier Giuseppe Rossi; Lorella Giannandrea; Gabrielle E. Miller

doi:10.3280/ess2-2021oa13004

Editoriale/Editorial

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

Valutazione, feedback, equità: una sfida per la didattica

Michele Corsi
Pier Giuseppe Rossi
Lorella Giannandrea
Gabrielle E. Miller^▸^▾

DOI: https://doi.org/10.3280/ess2-2021oa13004
Inviata: 1 December 2021
Pubblicato: 21-12-2021

Riferimenti bibliografici

Black P., Wiliam D. (1998). Assessment and classroom learning. Assessment in Education: principles, policy & practice, 5(1): 7-74. DOI: 10.1080/0969595980050102.
Boud, D., Soler R. (2016). Sustainable assessment revisited. Assessment & Evaluation in Higher Education, 41(3): 400-413. DOI:10.1080/02602938.2015.1018133.
Boud D., Ajjawi R., Dawson P. and Tai J. (Eds.) (2018). Developing evaluative judgement in higher education: Assessment for knowing and producing quality work. Routledge.
Carless D. (2015). Exploring learning-oriented assessment processes. Higher Education, 69(6): 963-976. DOI:10.1007/S10734-014-9816-Z.
Dann R. (2014). Assessment as learning: blurring the boundaries of assessment and learning for theory, policy and practice. Assessment in Education: Principles, Policy & Practice, 21(2): 149-166. DOI: 10.1080/0969594X.2014.898128.
Earl L. (2013). Assessment as learning: Using classroom assessment to maximize student learning (2nd ed.). Twin Oaks, CA: Sage.
Ibarra-Sáiz M.S., Rodríguez-Gómez G. and Boud D. (2020). Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement. Higher Education, 80: 137-156. DOI:10.1007/s10734-019-00469-2.
Sambell K., McDowell L. and Montgomery C. (2012). Assessment for learning in higher education. London: Routledge.
Winstone N., Boud D. (2019). Exploring cultures of feedback practice: the adoption of learning-focused feedback practices in the UK and Australia. Higher Educa-tion Research & Development, 38(2): 411-425. DOI:10.1080/07294360.2018.1532985.
Winstone N., Carless D. (2019). Designing effective feedback processes in higher education: A learning-focused approach. London: Routledge.

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Corsi, M., Rossi, P. G., Giannandrea, L., & Miller, G. E. (2021). Valutazione, feedback, equità: una sfida per la didattica. Education Sciences & Society - Open Access, 12(2). https://doi.org/10.3280/ess2-2021oa13004

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[1] Black P., Wiliam D. (1998). Assessment and classroom learning. Assessment in Education: principles, policy & practice, 5(1): 7-74. DOI: 10.1080/0969595980050102.

[2] Boud, D., Soler R. (2016). Sustainable assessment revisited. Assessment & Evaluation in Higher Education, 41(3): 400-413. DOI:10.1080/02602938.2015.1018133.

[3] Boud D., Ajjawi R., Dawson P. and Tai J. (Eds.) (2018). Developing evaluative judgement in higher education: Assessment for knowing and producing quality work. Routledge.

[4] Carless D. (2015). Exploring learning-oriented assessment processes. Higher Education, 69(6): 963-976. DOI:10.1007/S10734-014-9816-Z.

[5] Dann R. (2014). Assessment as learning: blurring the boundaries of assessment and learning for theory, policy and practice. Assessment in Education: Principles, Policy & Practice, 21(2): 149-166. DOI: 10.1080/0969594X.2014.898128.

[6] Earl L. (2013). Assessment as learning: Using classroom assessment to maximize student learning (2nd ed.). Twin Oaks, CA: Sage.

[7] Ibarra-Sáiz M.S., Rodríguez-Gómez G. and Boud D. (2020). Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement. Higher Education, 80: 137-156. DOI:10.1007/s10734-019-00469-2.

[8] Sambell K., McDowell L. and Montgomery C. (2012). Assessment for learning in higher education. London: Routledge.

[9] Winstone N., Boud D. (2019). Exploring cultures of feedback practice: the adoption of learning-focused feedback practices in the UK and Australia. Higher Educa-tion Research & Development, 38(2): 411-425. DOI:10.1080/07294360.2018.1532985.

[10] Winstone N., Carless D. (2019). Designing effective feedback processes in higher education: A learning-focused approach. London: Routledge.