| spelling |
oapen-20.500.12657-626572024-03-28T08:18:44Z Chapter Finalità e modi della valutazione: primi risultati di un’indagine su concezioni e strategie valutative dei docenti delle scuole italiane Scierri, Irene Dora Maria Assessment as Learning Assessment for Learning Assessment Strategies Formative Assessment Teachers’ Conceptions of Assessment thema EDItEUR::J Society and Social Sciences::JN Education 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. 2023-05-01T13:39:36Z 2023-05-01T13:39:36Z 2022 chapter ONIX_20230501_9791221500813_73 2704-5781 9791221500813 https://library.oapen.org/handle/20.500.12657/62657 ita Studies on Adult Learning and Education application/pdf Attribution 4.0 International chapter-37391.pdf https://books.fupress.com/doi/capitoli/979-12-215-0081-3_21 Firenze University Press 10.36253/979-12-215-0081-3.21 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. 10.36253/979-12-215-0081-3.21 bf65d21a-78e5-4ba2-983a-dbfa90962870 9791221500813 15 10 Florence open access
|
| description |
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.
|
