Led On Line
Presentazione - About us
Novita' - What's new
E-Journals
E-books
Lededizioni Home Page Ricerca - Search
Catalogo - Catalogue
Per contattarci - Contacts
Per gli Autori - For the Authors
Statistiche - Statistics
Cookie Policy
Privacy Policy

L’«apprendimento insegnato»: valutazione per l’apprendimento vs. valutazione dell’apprendimento

Concetta La Rocca, Rosa Capobianco

Abstract


In this paper we present the procedures and the results of an observational study carried out in the first half of AS 2015/2016 into two 3th classes of the Professional Institute of Palestrina (RM) and carried out as part of the PRIN Research (2013-2016). In one of the classes, considered as experimental class, the model of Didactic Modular Integrated Strategy (in Italian – SDiMI) was applied, in the other one, considered as the control class, the traditional teaching was continued to use. The SDiMI model, to which the teachers of the experimental class were formed, respect to the different elements that compose it, provides the application of the assessment as training function. In the time period of the teaching/evaluation intervention observation, two standardized questionnaires (in input and output), about the type of assessment used in class (Alkharusi, 2015; in Italian translation) were administered to teachers and students. Assessment tests (objective and semi-structured tests) were administered to the students. The analysis of the data showed a marked improvement in the experimental class, compared to the control class, of both the assessment activities used in training function, detected through the questionnaires, and the outcome of the students’ performance, especially in the reading tests and in the semistructured logical-mathematical test.


Keywords


Assessment activities used in training function; Evaluation rubric; Feedback; Learning objectives

Full Text:

PDF

References


Alkharusi, H. (2015). Classroom assessment communication, perceived assessment environment, and academic achievement: A path analysis. British Journal of Education, Society & Behavioural Science, 8(2). http://www.sciencedomain.org/abstract.php?iid=1066&id=21&aid=8918#sthash.uOx2UkRj.dpuf

Atkin, J. M., Black, P., & Coffey, J. (2001). Classroom assessment and the national science standards. Washington, DC: National Academies Press.

Bagni, G., & Conserva, R. (2005). Insegnare a chi non vuole imparare. Torino: EGA.

Black, P., & Wiliam, D. (1998a). Assessment and classroom learning. Education: Principles, Policy and Practice, 5(1, March), 7-74.

Black, P., & Wiliam, D. (1998b). Inside the Black Box: Raising standards through classroom assessment. London: School of Education, United Kingdom King’s College.

Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.

Bloom, B. S. (1968). Learning for mastery. UCLA-CSEIP Evaluation Comment, 1(2).

Bloom, B. S., Hasting, T., & Madaus, G. (1971). Handbook on formative and summative evaluation of student learning. New York: McGraw-Hill Book Company.

Boscolo, P. (2012). La fatica e il piacere di imparare. Torino: UTET.

Calonghi, L. (1976). Valutazione. Brescia: La Scuola.

Castoldi, M. (2006/2007). I compiti autentici. Le prove per rilevare le competenze. L’Educatore, 6, 42-45.

Castoldi, M. (2009). Valutare le competenze. Percorsi e strumenti. Roma: Carocci.

Chappuis, S., & Chappuis, J. (2007). The best value in formative assessment. Educational Leadership, 65(4), 14-19.

Comoglio, M. (2006/2007). Valutazione per l’apprendimento. Come utilizzare la valutazione per promuovere il successo formativo. L’Educatore, 10, 22-25.

Cowie, B., & Bell, B. (1999). Assessment in education: Principles, policy and practice. London: Routledge.

Dewey, J. (1939). Teoria della valutazione. Firenze: La Nuova Italia.

Domenici, G. (1998). Manuale dell’orientamento e della didattica modulare. Roma - Bari: Laterza.

Domenici, G. (2007). La valutazione come volano della crescita formativa. Annali della Pubblica Istruzione. Rivista Bimestrale Ministero Pubblica Istruzione, 4-5, 57-69.

Domenici, G. (2009). Ragioni e strumenti della valutazione. Napoli: Tecnodid.

Domenici, G. (2015). Manuale della valutazione scolastica. Roma - Bari: Laterza.

Domenici, G., La Rocca, C., Margottini, M., & Moretti, G. (2016). Orientación, evaluación, tic, modularidad. Directrices teóricas para un modelo di dáctico integrado orientado al éxito formativo. Talleres integrados al Congreso: X Taller Internacional «Pedagogía de la EducaciónSuperior», Havana (Cuba), 15-19 febrero 2016 (pp. 2180-2189). CD-Rom. Havana (Cuba): Edited by Universidad.

Domenici, G., & Lucisano, P. (2011). Valutazione, conoscenza, processi decisionali. Dibattito. Journal of Educational, Culture and Psychological Studies, 3, 147-167.

Dossier di Insegnare (2008), rivista del CIDI: Per una relazione educativa contro la dispersione. http://www.insegnareonline.com/archivi/dossier

Dossier di Insegnare (2009), rivista del CIDI: Quando la valutazione è ricerca. http://www.insegnareonline.com/archivi/dossier

Galliani, L., Bonazza, V., & Rizzo, U. (2011). Progettare la valutazione educativa. Lecce: Pensa Multimedia.

Gattullo, M., & Giovannini, M. L. (1989). Misurare e valutare l’apprendimento nella scuola media. Milano: Mondadori.

Hattie, J. A. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.

Hattie, J. A. (2011). Visible learning for teachers: Maximizing impact on learning. New York: Routledge.

La Rocca, C. (2012). La valutazione in itinere nell’e-learning: autovalutazione e valutazione collaborativa. Giornale Italiano della Ricerca Educativa, 9, 27-38.

Marzano, R. J. (2006). Classroom assessments and grading that work. Alexandria, VA: Association for Supervision and Curriculum Development.

Muraglia, M. (2009). La valutazione scolastica come atto formativo. Rivista dell’Istruzione, 4.

Muraglia, M. (2013). Lavorare da insegnanti sulle motivazioni. Rivista dell’Istruzione, 1.

Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good practice. Studies in Higher Education, 31(2), 199-218.

Scriven, M. (1967). The methodology of evaluation. In R. W. Tyler, R. M. Gagne, & M. Scriven (Eds.), Perspectives of curriculum evaluation (pp. 39-83). Chicago: Rand McNally.

Tessaro, F. (1997). La valutazione dei processi formativi. Roma: Armando.

Trinchero, R. (2006). Valutare l’apprendimento nell’e-learning. Trento: Erickson.

Vannini, I. (2011). Dalla diagnosi in ingresso alla valutazione sommativa. Il controllo degli apprendimenti per promuovere la cultura della valutazione all’interno delle scuole. In D. Capperucci (a cura di), La valutazione degli apprendimenti in ambito scolastico. Milano: Franco Angeli.

Vertecchi, B. (1976). Valutazione formativa. Torino. Loescher.

Vertecchi, B. (2003). Manuale della valutazione. Analisi degli apprendimenti e dei contesti. Milano: Franco Angeli.

Wang, T. H. (2007). What strategies are effective for formative assessment in an e-learning environment? Journal of Computer Assisted Learning, 23(3), 171-186.

Weeden, P., Winter, J., & Broadfoot, P. (2009). Valutazione per l’apprendimento nella scuola. Strategie per incrementare la qualità dell’offerta formativa. Trento: Erickson.

Wiggins, G. P. (1993). Assessing student performance. San Francisco: Jossey-Bass.

Wiliam, D. (2006). Formative assessment: Getting the focus right. Educational Assessment, 11, 283-289.




DOI: https://doi.org/10.7358/ecps-2016-014-rocc



 


Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932

Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University


Executive Editor: Gaetano Domenici - Managing  Editor: Valeria Biasci
Editorial Board: Giuditta Alessandrini - Eleftheria Argyropoulou - Massimo Baldacci - Joao Barroso - Richard Bates - Christofer Bezzina - Paolo Bonaiuto - Lucia Boncori - Pietro Boscolo - Sara Bubb  - Carlo Felice Casula - Jean-Émile Charlier - Lucia Chiappetta Cajola - Carmela Covato - Jean-Louis Derouet - Peter Early - Franco Frabboni - Constance Katz - James Levin - Pietro Lucisano  - Roberto Maragliano - Romuald Normand - Michael Osborne - Donatella Palomba - Michele Pellerey - Clotilde Pontecorvo - Vitaly V. Rubtzov - Jaap Scheerens - Noah W. Sobe - Francesco Susi - Giuseppe Spadafora - Pat Thomson
Editorial Staff: Fabio Alivernini - Guido Benvenuto - Anna Maria Ciraci - Massimiliano Fiorucci - Luca Mallia - Massimo Margottini - Giovanni Moretti - Carla Roverselli 
Editorial Secretary:
Nazarena Patrizi