Email this article Formative Assessment Practices for Improving Students’ Text Comprehension Abilities: An Experiment in a Lower Secondary School in Italy
Abstract
Abstract
Formative assessment (FA) is an expression that covers several practices. While this variety has led to the development of different studies in the international context, there is a lack of experimental research in Italy on the topic. Therefore, this experiment explores the effects of implementing FA practices in the classroom, in terms of students’ text comprehension abilities. A two-group experimental design was carried out involving students from two first-year classes of a lower secondary school in Italy, who were randomly assigned to the treatment or control group. After administering a task on text comprehension abilities, the researcher developed 15 FA activities in the treatment group. At the end of the study, the students’ abilities were measured again and the pre- post-test difference between the two groups was verified. Non-parametric tests were run that did not reveal statistically significant differences. Regardless, a trend shows a slightly higher increase in the achievement of the treatment group.
Keywords
Full Text:
PDFReferences
Allal, L., & Lopez, L.M. (2005). Formative assessment of learning: A review of publications in French. In Formative assessment: improving learning in secondary classrooms (pp. 241-264). Paris: OECD Publishing.
Agrusti, G. (2021). Le prove di verifica. In E. Nigris & G. Agrusti (a cura di), Valutare per apprendere (pp. 78-88). Milano - Torino: Pearson.
Andersson, C., & Palm, T. (2017). The impact of formative assessment on student achievement: A study of the effects of changes to classroom practice after a comprehensive professional development programme. Learning and Instruction, 49, 92-102.
https://doi.org/10.1016/j.learninstruc.2016.12.006
Baldacci, M. (2017). Democrazia e educazione. Una prospettiva per i nostri tempi. In M. Fiorucci & G. Lopez (a cura di), Jhon Dewey e la pedagogia democratica del '900 (pp. 21-38). Roma: RomaTrE-Press.
Bangert-Drowns, R.L., Kulik, J.A., & Kulik, C.L.C. (1991). Effects of frequent classroom testing. Journal of Educational Research, 85(2), 89-99.
https://doi.org/10.1080/00220671.1991.10702818
Bennett, R.E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5-25.
https://doi.org/10.1080/0969594X.2010.513678
Benvenuto, G. (2003). Mettere i voti a scuola. Introduzione alla docimologia. Roma: Carocci.
Benvenuto, G. (2007). Gli esami sono maturi? Critiche e prospettive docimologiche per gli esami di stato. Roma: Anicia.
Black, P., & Wiliam, D. (1998a). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
https://doi.org/10.1080/0969595980050102
Black, P., & Wiliam, D. (1998b). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), 551-575.
https://doi.org/10.1080/0969594X.2018.1441807
Bloom, B.S. (1971). Mastery learning. In J.H. Block (Ed.), Mastery learning: Theory and practice (pp. 46-63). New York: Holt, Rinehart and Winston.
Bloom, B.S., Hastings, T., & Madaus, G.F. (1971). Handbook on formative and summative evaluation of student learning. New York: McGraw-Hill.
Butler, R. (1987). Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance. Journal of Educational Psychology, 79(4), 474-482.
https://doi.org/10.1037/0022-0663.79.4.474
Cain, K., & Oakhill, J.V. (1999). Inference making ability and its relation to comprehension failure in young children. Reading and Writing, 11(5), 489-503.
https://doi.org/10.1023/A:1008084120205
Calonghi, L. (1983). Valutare. Risultati docimologici e indicazioni per la scheda. Milano: Istituto Geografico De Agostini.
Campbell, D.T., & Stanley, J.C. (1963). Experimental and quasi-experimental designs for research. Boston, MA: Houghton Mifflin.
Cardarello, R., & Bertolini, C. (2020). Didattiche della comprensione del testo. Metodi e strumenti per la scuola primaria. Roma: Carocci.
Cizek, G.J., Andrade, H.L., & Bennett, R.E. (2019). Formative assessment: History, definition and progress. In H.L. Andrade, R.E. Bennett, & G.J. Cizek (Eds.), Handbook of formative assessment in the disciplines (pp. 3-19). New York: Routledge.
https://doi.org/10.4324/9781315166933-1
Cornoldi, C., Colpo, G., & Carretti, B. (2017). Kit scuola secondaria di I grado. Milano: GiuntiEdu.
De Beni, R., & Pazzaglia, F. (1995). La comprensione del testo. Modelli teorici e programmi di intervento. Milano: Utet Libreria.
Deci, E.L., & Ryan, R.M. (1982). Curiosity and self-directed learning: The role of motivation in education. In L.G. Katz (Ed.), Current topics in early childhood education (pp. 71-86). New York: Ablex.
Dewey, J. (2018). Democrazia ed educazione. Un'introduzione alla filosofia dell'educazione (ed. orig. Democracy and education, 1916). Trad. it. di G. Spadafora. Roma: Anicia.
Domenici, G. (2003). Manuale della valutazione scolastica. Lecce: Laterza.
Domenici, G. (a cura di). (2005). Le prove semistrutturate di verifica degli apprendimenti. Torino: Utet.
Domenici, G. (2006). Metodologia della ricerca educativa. Roma: Monolite.
Gattullo, M. (1968). Didattica e docimologia. Misurazione e valutazione nella scuola. Roma: Armando Editore.
Guasconi, E. (2025). Prassi di formative assessment e comprensione dei testi. Milano: FrancoAngeli.
Guskey, T.R. (2007). Closing achievement gaps: Revisiting Benjamin S. Bloom's «Learning for Mastery». Journal of Advanced Academics, 19(1), 8-31.
https://doi.org/10.4219/jaa-2007-704
Guskey, T.R. (2010). Formative assessment: The contributions of Benjamin S. Bloom. In H.L. Andrade & G.J. Cizek (Eds.), Handbook of formative assessment (pp. 106-124). London - New York: Routledge.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievements. London - New York: Routledge.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
https://doi.org/10.3102/003465430298487
INVALSI - Istituto nazionale per la valutazione del sistema educativo di istruzione e di formazione (2018). Quadro di riferimento delle prove INVALSI di Italiano.
https://invalsiareaprove.cineca.it/docs/file/QdR_ITALIANO.pdf
INVALSI - Istituto nazionale per la valutazione del sistema educativo di istruzione e di formazione (2023). Rapporto INVALSI 2023.
https://invalsiareaprove.cineca.it/docs/2023/Rilevazioni_Nazionali/Rapporto/Rapporto%20Prove%20INVALSI%202023.pdf
Kingston, N., & Nash, B. (2011). Formative assessment: A meta-analysis and a call for research. Educational Measurement: Issues & Practice, 30(4), 28-37.
https://doi.org/10.1111/j.1745-3992.2011.00220.x
Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95(2), 163-182.
https://doi.org/10.1037/0033-295X.95.2.163
Kluger, A.N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254-284.
https://doi.org/10.1037/0033-2909.119.2.254
Lipnevich, A.A., Berg, D.A.G., & Smith, J.K. (2016). Toward a model of student response to feedback. In G.T. Brown & L.R. Harris (Eds.), Handbook of human and social condition in assessment (pp. 169-185). London - New York: Routledge.
Lipnevich, A.A., & Panadero, E. (2021). A review of feedback models and theories: Descriptions, definitions, and conclusions. Frontiers in Education, 6, 1-29.
https://doi.org/10.3389/feduc.2021.720195
Lui, A.M., & Andrade, H.L. (2022). The next black box of formative assessment: A model of the internal mechanisms of feedback processing. Frontiers in Education, 7, 1-14.
https://doi.org/10.3389/feduc.2022.751548
Lumbelli, L. (1984). Qualità e quantità nella ricerca empirica in pedagogia. In E. Becchi & B. Vertecchi (a cura di), Manuale critico della sperimentazione e della ricerca educativa (pp. 101-133). Milano: FrancoAngeli.
Lumbelli, L. (2006). Costruzione dell'ipotesi e astrazione nella pedagogia sperimentale. In A. Bondioli (a cura di), Fare ricerca in pedagogia. Saggi per Eagle Becchi (pp. 25-60). Milano: FrancoAngeli.
Lumbelli, L. (2009). La comprensione del testo come problema. Il punto di vista cognitivo. Roma: Editori Laterza & Figli Spa (Kindle Edition).
MIUR - Ministero dell'Istruzione, dell'Università e della Ricerca (2012). Indicazioni Nazionali per il curricolo della scuola dell'infanzia e del primo ciclo d'istruzione.
https://www.mim.gov.it/documents/20182/51310/DM+254_2012.pdf
MIUR - Ministero dell'Istruzione, dell'Università e della Ricerca (2018). Indicazioni Nazionali e nuovi scenari.
https://www.miur.gov.it/documents/20182/0/Indicazioni+nazionali+e+nuovi+scenari/
Mullis, I.V.S., & Martin, M.O. (Eds.). (2019). PIRLS 2021 Assessment frameworks, Boston College. Chestnut Hill, MA: TIMSS & PIRLS International Study Center.
https://timssandpirls.bc.edu/pirls2021/frameworks/
Oakhill, J., & Cain, K. (2018). Children's problems with inference making: Causes and consequences. Bulletin of Educational Psychology, 49(4), 683-699.
Oakhill, J., Cain. K, & Elbro, C. (2021). La comprensione del testo. Dalla ricerca alla pratica (ed. orig. Understanding and teaching reading comprehension: A handook, 2015). Trad. it. di G.M. Cataldo. Roma: Carocci.
https://doi.org/10.4324/9781315756042
OECD - Organization for Economic Cooperation and Development (2023a). PISA 2022 results, Vol. 1: The state of learning and equity in education. Paris: OECD Publishing.
https://doi.org/10.1787/53f23881-en
OECD - Organization for Economic Cooperation and Development (2023b). PISA 2022 assessment and analytical framework. Paris: OECD Publishing.
https://doi.org/10.1787/dfe0bf9c-en
Pellegrini, M., Vivanet, G., & Trinchero, R. (2018). Gli indici di effect size nella ricerca educativa. Analisi comparativa e significatività pratica. Journal of Educational, Cultural and Psychological Studies (ECPS), 18, 275-309.
https://doi.org/10.7358/ecps-2018-018-pel1
Rajaretnam, T. (2016). Statistics for social sciences. New Delhi: Sage.
Ruiz-Primo, M.A., & Furtak, E.M. (2006). Informal formative assessment and scientific inquiry: Exploring teachers' practices and student learning. Educational Assessment, 11 (3-4), 205-235.
https://doi.org/10.1080/10627197.2006.9652991
Sadler, D.R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144.
https://doi.org/10.1007/BF00117714
van den Berg, M., Bosker, R.J., & Suhre, C.J.M. (2018). Testing the effectiveness of classroom formative assessment in Dutch primary mathematics education. School Effectiveness and School Improvement, 29(3), 339-361.
https://doi.org/10.1080/09243453.2017.1406376
van der Kleij, F.M., Vermeulen, J.A., Schildkamp, K., & Eggen, T.J.H.M. (2015). Integrating data-based decision making, assessment for learning and diagnostic testing in formative assessment. Assessment in Education: Principles, Policy & Practice, 22(3), 324-343.
https://doi.org/10.1080/0969594X.2014.999024
Vannini, I. (2009). La qualità nella didattica. Metodologie e strumenti di progettazione e valutazione. Trento: Erickson.
Vannini, I. (2012). Come cambia la cultura degli insegnanti. Metodi per la ricerca empirica in educazione. Milano: FrancoAngeli.
Vannini, I. (2022). Una valutazione che analizza e ricostruisce. Rileggere oggi «Didattica e docimologia» in dialogo con Mario Gattullo. Roma: Armando Editore.
Vertecchi, B. (1976). Valutazione formativa. Torino: Loescher.
Visalberghi, A. (1955). Misurazione e valutazione nel processo educativo. Roma: Edizioni di Comunità.
Wiliam, D. (2011a). Embedded formative assessment. Bloomington, IN: Solution Tree Press.
Wiliam, D. (2011b). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3-14.
https://doi.org/10.1016/j.stueduc.2011.03.001
Wiliam, D., & Thompson, M. (2007). Integrating assessment with learning: What will it take to make it work? In C.A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning (pp. 53-82). London - New York: Routledge.
https://doi.org/10.4324/9781315086545-3
Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10, 1-14.
https://doi.org/10.3389/fpsyg.2019.03087
Yin, Y., Shavelson, R.J., Ayala, C.C., Ruiz-Primo, M.A., Brandon, P.R., Furtak, E.M., Tomita, M.K., & Young, D.B. (2008). On the impact of formative assessment on student motivation, achievement, and conceptual change. Applied Measurement in Education, 21(4), 335-359.
https://doi.org/10.1080/08957340802347845
DOI: https://doi.org/10.7358/ecps-2025-031-guva
Copyright (©) 2025 Ira Vannini, Elisa Guasconi – Editorial format and Graphical layout: copyright (©) LED Edizioni Universitarie
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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 - Associate Executive Editor & Managing Editor: Valeria Biasci †
Editorial Board: Eleftheria Argyropoulou - Massimo Baldacci - Joao Barroso - Richard Bates - Christofer Bezzina - Pietro Boscolo - Sara Bubb - Giuseppina Castellana - Jean-Émile Charlier - Lucia Chiappetta Cajola - Jean-Louis Derouet - Peter Early - Giancarlo Fortino - Constance Katz - James Levin - Pietro Lucisano - Roberto Maragliano - Massimo Marcuccio - Arianna Lodovica Morini - Romuald Normand - Michael Osborne - Donatella Palomba - Nazarena Patrizi - Michele Pellerey - Vitaly V. Rubtzov - Jaap Scheerens - Noah W. Sobe - Francesco Susi - Giuseppe Spadafora - Pat Thomson - Roberto Trinchero - Ira Vannini
Editorial Staff: Fabio Alivernini - Guido Benvenuto - Anna Maria Ciraci - Massimiliano Fiorucci - Luca Mallia - Massimo Margottini - Giovanni Moretti - Carla Roverselli
Editorial Secretary: Conny De Vincenzo
© 2001 LED Edizioni Universitarie di Lettere Economia Diritto