Salta al menu principale di navigazione Salta al contenuto principale Salta al piè di pagina del sito

Articoli/Articles

V. 14 N. 1 (2023): Didattica universitaria, innovazione e inclusione. Valutazione e feedback

Rethinking assessment practices in schools. A research-training pathway to foster assessment as learninga

DOI
https://doi.org/10.3280/ess1-2023oa16050
Inviata
14 giugno 2023
Pubblicato
21-07-2023

Abstract

The current socio-cultural context calls for a rethinking of teaching and assessment practices to turn assessment into a continuous and pervasive process that takes into account not only the final outcome but also the processes and reflections that led the student to achieve that result, with a view to continuous improvement. The main shift from the past is achieved with the adoption of the ‘assessment as learning’ paradigm, in which the student becomes an active player in the assessment and meta-reflection processes. Assessment is no longer perceived as a mere bureaucratic fulfillment of the teacher, but as a shared tool between students and teachers to build the learning path together, co-define goals, and make explicit expectations and critical issues. The design of authentic, open-ended, challenging tasks and the co-design and sharing of assessment rubrics, useful not only to ensure objectivity but also to guide the student in carrying out the task and implementing self-assessment, gains centrality. This paper describes a research-training pathway on assessment, conducted in 2022 and aimed at primary and secondary school teachers in the Marche Region, in Italy. The experience allowed teachers to approach the assessment as learning processes and to practice them in their own classrooms. The analysis of the data, collected through quantitative and qualitative tools and related to lower secondary school teachers, shows an increased focus on student activation in assessment dynamics and an increased awareness of the relevance of self-assessment processes. We also gained valuable feedback useful in guiding future research perspectives to improve the proposal’s sustainability.

Riferimenti bibliografici

  1. Altet M. (2003). La ricerca sulle pratiche di insegnamento in Francia. Brescia: La Scuola.
  2. Black P., Harrison C., Lee C., Marshall B., and Wiliam D. (2003). Assessment for learning: Putting it into practice. Maidenhead, UK: McGraw-Hill Education.
  3. Carless D. (2015). Exploring learning-oriented assessment processes. Higher Education, 69(6): 963-976. DOI: 10.1007/s10734-014-9816-z.
  4. Carless D. (2019). Feedback loops and the longer-term: towards feedback spirals. Assessment & Evaluation in Higher Education, 44(5): 705-714. DOI: 10.1080/02602938.2018.1531108.
  5. Cecchinato G., Papa R. (2016). Flipped Classroom. Un nuovo modo di insegnare e apprendere. Novara: De Agostini.
  6. Earl L.M. (2013). Assessment as Learning: Using Classroom Assessment to Maximize Student Success (2nd edition). Thousand Oaks, CA: Corwin Press.
  7. Gagné, R.M. (1965). The learning of concepts. The School Review, 73(3): 187-196.
  8. Giannandrea L. (2023). La valutazione diffusa. Gli embedded tasks e l’assessment as learning. In P.G. Rossi, P.C. Rivoltella, a cura di, Nuovo agire didattico (pp. 165-171). Brescia: Scholè.
  9. Gratani F. (2021). Towards Assessment as Learning: Findings from online courses for secondary school teachers. Education Sciences And Society, 432-433. DOI: 10.3280/ess2-2021oa12877.
  10. Gutiérrez K.D. (2008). Developing a sociocritical literacy in the third space. Reading research quarterly, 43(2): 148-164. DOI: 10.1598/RRQ.43.2.3.
  11. 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(1): 137-156. DOI: 10.1007/s10734-019-00469-2.
  12. Magnoler P. (2012). Ricerca e Formazione: la professionalizzazione degli insegnanti. Lecce: Pensa multimedia.
  13. Pentucci M. (2020). Centralità del compito nella didattica online. Un dispositivo per la mobilitazione delle competenze e per la realizzazione del feedback tra studente e docente. Q-Times - Webmagazine, 12(3): 328-340.
  14. Rivoltella, P.C. (2018). Un’idea di scuola. Brescia: Scholè.
  15. Rossi P.G., Giannandrea L., Gratani F., Laici C., Tarantino A. and Paviotti G. (2021). Assessment as learning: transforming practices with secondary school teachers. In: Gómez Chova L., López Martínez A. and Candel Torres I., editors, ICERI2021 Proceedings (pp. 6543-6551). Valencia: IATED Academy. DOI: 10.21125/iceri.2021.1483.
  16. Rossi P.G. (2009). Tecnologie e costruzione di mondi. Post-costruttivismo, linguaggi e ambienti di apprendimento. Roma: Armando Editore.
  17. Rossi P.G., Pentucci M. (2021). Progettazione come azione simulata. Didattica dei processi e degli eco-sistemi. Milano: FrancoAngeli.
  18. Wiliam D. (2011). What is assessment for learning?. Studies in educational evaluation, 37(1): 3-14. DOI: 10.1016/j.stueduc.2011.03.001.

Metriche

Caricamento metriche ...

Puoi leggere altri articoli dello stesso autore/i

1 2 > >>