Published: 08-07-2018

Theoretical Contributions

Assessment and self-assessment of teachers. Reflections to promote professionalization processes in a life long learning perspective

Valentina Guerrini

1-16

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Il Kirkpatrick’s four-level model for evaluating training programs: the weak links in a "chain of evidence"

the weak links in a "chain of evidence"

Alessandra Rosa

17-37

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Research

Verso una “valutazione sostenibile” all’università: percezioni di efficacia dei processi di dare e ricevere feedback fra pari

Valentina Grion, Concetta Tino

38-55

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Formative Assessment vs Accountability: Use of Value-added Analysis in Teacher Professional Development Research.

Giuseppina Castellana, Cristiano Corsini

56-78

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Competences’ evaluation and lifelong learning: a participatory design of rubrics for the ‘networking’ practitioner self-assessment

Marinella Fanti, Anna Serbati, Daniele Nigris

79-95

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The Student Response Systems in the university classes: experiences of use and educational value

Maria Ranieri, Isabella Bruni, Juliana Elisa Raffaghelli

96-109

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Assessment to promote learning: the case of a university course

Irene Dora Maria Scierri, Federico Batini

110-123

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Inclusion in lower secondary school according students’ point of view: research data

Marianna Traversetti, Marina Chiaro

124-139

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Assessment and certification of achivements thanks to the rubrics: triangulation to improve the validity and reliability of results.

Davide Capperucci

140-155

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Reviews

Review of Rita Fadda's volume (2016). Promessi a una forma. Vita, esistenza, tempo e cura. Lo sfondo ontologico della formazione. Milan: Franco Angeli, p. 222.

Paola Caselli

156-158

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Recensione

Carmen Petruzzi

159-160

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