Vol. 14 No. 31 (2018): Assessment

View Vol. 14 No. 31 (2018): Assessment

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
- PDF (Italiano)
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
- PDF (Italiano)

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

Giuseppina Castellana, Cristiano Corsini

56-78
- PDF (Italiano)
Competences’ evaluation and lifelong learning: a participatory design of rubrics for the ‘networking’ practitioner self-assessment

Marinella Fanti, Anna Serbati, Daniele Nigris

79-95
- PDF (Italiano)
The Student Response Systems in the university classes: experiences of use and educational value

Maria Ranieri, Isabella Bruni, Juliana Elisa Raffaghelli

96-109
- PDF (Italiano)
Assessment to promote learning: the case of a university course

Irene Dora Maria Scierri, Federico Batini

110-123
- PDF (Italiano)
Inclusion in lower secondary school according students’ point of view: research data

Marianna Traversetti, Marina Chiaro

124-139
- PDF (Italiano)
Assessment and certification of achivements thanks to the rubrics: triangulation to improve the validity and reliability of results.

Davide Capperucci

140-155
- PDF (Italiano)

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
- PDF (Italiano)
Recensione

Carmen Petruzzi

159-160
- PDF (Italiano)