Chapter Finalit ẻ modi della valutazione: primi risultati di un'indagine su concezioni e strategie valutative dei docenti delle scuole italiane
Scierri, Irene Dora Maria
Chapter Finalit ẻ modi della valutazione: primi risultati di un'indagine su concezioni e strategie valutative dei docenti delle scuole italiane - Florence Firenze University Press 2022 - 1 electronic resource (10 p.) - Studies on Adult Learning and Education 15 .
Open Access
Teachers' assessment concepts and strategies play an important role, due to their effects on students' learning outcomes and ability to learn independently. The literature gives ample space to 'formative assessment' as an approach that supports the teaching-learning process. However, within more recent docimological reflection, it is possible to identify approaches involving different degrees of student involvement in the assessment process, which have been less investigated, especially from an empirical point of view. This is the background for the present research, which attempts to focus on assessment concepts and strategies in relation to learners' involvement. The study presents the first results of a survey currently involving more than 1,500 Italian primary and secondary school teachers, bringing out assessment concepts and implemented strategies.
Creative Commons
Italian
979-12-215-0081-3.21 9791221500813
10.36253/979-12-215-0081-3.21 doi
Education
Assessment as Learning Assessment for Learning Assessment Strategies Formative Assessment Teachers' Conceptions of Assessment
Chapter Finalit ẻ modi della valutazione: primi risultati di un'indagine su concezioni e strategie valutative dei docenti delle scuole italiane - Florence Firenze University Press 2022 - 1 electronic resource (10 p.) - Studies on Adult Learning and Education 15 .
Open Access
Teachers' assessment concepts and strategies play an important role, due to their effects on students' learning outcomes and ability to learn independently. The literature gives ample space to 'formative assessment' as an approach that supports the teaching-learning process. However, within more recent docimological reflection, it is possible to identify approaches involving different degrees of student involvement in the assessment process, which have been less investigated, especially from an empirical point of view. This is the background for the present research, which attempts to focus on assessment concepts and strategies in relation to learners' involvement. The study presents the first results of a survey currently involving more than 1,500 Italian primary and secondary school teachers, bringing out assessment concepts and implemented strategies.
Creative Commons
Italian
979-12-215-0081-3.21 9791221500813
10.36253/979-12-215-0081-3.21 doi
Education
Assessment as Learning Assessment for Learning Assessment Strategies Formative Assessment Teachers' Conceptions of Assessment