Chapter La valutazione come promozione dell’autoregolazione e della sostenibilità dell’apprendimento: un’indagine nazionale sulle concezioni e le strategie valutative degli insegnanti

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Author(s)
Scierri, Irene Dora Maria cc
Language
Italian
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Abstract
Research in the field of assessment has long emphasized the need to involve students as co-responsible in evaluative processes, also in relation to the opportunity to promote self-regulation skills in learning, essential for learning that can continuously renew and adapt to different circumstances and moments in life. The essay outlines a research path with a dual purpose: addressing the need for conceptual clarity in assessment approaches, especially in the realm of so-called “formative” assessment, to ensure consistency in applications and measurements in educational research; examining the gap between the theory of assessment and its application in school classrooms.
URI
https://library.oapen.org/handle/20.500.12657/96724
Keywords
Assessment as learning; Assessment for learning; Assessment strategies; Formative assessment; Teachers’ self-efficacy
DOI
10.36253/979-12-215-0504-7.12
ISBN
9791221505047, 9791221505047
Publisher
Firenze University Press
Publisher website
https://www.fupress.com/
Publication date and place
Florence, 2024
Series
Studies on Adult Learning and Education, 19
Classification
Education
Philosophy and theory of education
Pages
12
Rights
https://creativecommons.org/licenses/by/4.0/