Pub Date : 2020-06-26DOI: 10.7346/SIRD-012020-P157
G. Consoli, Giordana Szpunar, Patrizia Sposetti
This article proposes a tool aimed at improving the efficacy of teaching and learning processes at school. Developed on the basis of the action research paradigm, the format enhances strong interactions among learning programming, selection of learning strategies, and evaluation. In virtue of its flexible structure, the model can have different implementations, stemming from the programming concerning single disciplines to the construction of the school curriculum. However, in all its potential uses, the format facilitates the realization of teaching and learning processes inspired to the key competencies’ framework.
{"title":"Promuovere l’innovazione a scuola: uno strumento operativo per la progettazione-valutazione","authors":"G. Consoli, Giordana Szpunar, Patrizia Sposetti","doi":"10.7346/SIRD-012020-P157","DOIUrl":"https://doi.org/10.7346/SIRD-012020-P157","url":null,"abstract":"This article proposes a tool aimed at improving the efficacy of teaching and learning processes at school. Developed on the basis of the action research paradigm, the format enhances strong interactions among learning programming, selection of learning strategies, and evaluation. In virtue of its flexible structure, the model can have different implementations, stemming from the programming concerning single disciplines to the construction of the school curriculum. However, in all its potential uses, the format facilitates the realization of teaching and learning processes inspired to the key competencies’ framework.","PeriodicalId":258466,"journal":{"name":"ITALIAN JOURNAL OF EDUCATIONAL RESEARCH","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133850045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this contribution (transcription of his video intervention) Philippe Meirieu takes up the themes covered in his latest book, A school for emancipation (Armando, 2020). From a historical and epistemological point of view, Meirieu takes up four divisive factors that crossed the New Education movement in the twentieth century: the “ideal school” vs. the “single school”, free group practices vs. the most regulated group practices, the “natural” methods (Freinet) vs. the methods that prefer the use of structured materials (Montessori), the absolute respect of the boy vs. the need to introduce “fruitful” constraints.From a philosophical point of view, Meirieu recalls how pedagogy, as a theoretical practice, contains three dimensions: the aims, the knowledge and the practices. What makes such a pedagogy is the consistency between these three aspects. The intervention ends with the proposal of some practices on which it is urgent to work: practices to make the school a place of deceleration, the construction of attentional devices, a “demanding” evaluation to overcome the “banking” evaluation prevailing today, the construction the collective (the school is a place where you learn together), the centrality of culture as a good that can be shared.
{"title":"Una scuola per l’emancipazione","authors":"Philippe Meirieu","doi":"10.7346/SIRD-012020-P13","DOIUrl":"https://doi.org/10.7346/SIRD-012020-P13","url":null,"abstract":"In this contribution (transcription of his video intervention) Philippe Meirieu takes up the themes covered in his latest book, A school for emancipation (Armando, 2020). From a historical and epistemological point of view, Meirieu takes up four divisive factors that crossed the New Education movement in the twentieth century: the “ideal school” vs. the “single school”, free group practices vs. the most regulated group practices, the “natural” methods (Freinet) vs. the methods that prefer the use of structured materials (Montessori), the absolute respect of the boy vs. the need to introduce “fruitful” constraints.From a philosophical point of view, Meirieu recalls how pedagogy, as a theoretical practice, contains three dimensions: the aims, the knowledge and the practices. What makes such a pedagogy is the consistency between these three aspects. The intervention ends with the proposal of some practices on which it is urgent to work: practices to make the school a place of deceleration, the construction of attentional devices, a “demanding” evaluation to overcome the “banking” evaluation prevailing today, the construction the collective (the school is a place where you learn together), the centrality of culture as a good that can be shared.","PeriodicalId":258466,"journal":{"name":"ITALIAN JOURNAL OF EDUCATIONAL RESEARCH","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132616395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-26DOI: 10.7346/SIRD-012020-P120
R. Vigano
Cours e evaluations by students mai nly emplo ys simple su r veys. However, there ar e many criticisms about their actual usefulness: empirical evidence shows that they are a ritual way of complying with administrative regulations; the scientific literature does not demonstrate their impact on the quality of learning. Moreover, their focus is mainly on student satisfaction and they do not consider the complexity of learning processes. A qualitative course evaluation was tested as an alternative approach. 106 master’s degree students in education provided rich answers describing both teachers and students as agents; they see their learning processes in a context of academic demands and social interactions. Experience suggests that qualitative course evaluations may give information on learning that cannot be uncovered in a traditional survey; They also support the student learner identity and emancipate his role as a co-producer of knowledge.
{"title":"Valutare l’insegnamento nell’istruzione superiore. A cosa serve veramente?","authors":"R. Vigano","doi":"10.7346/SIRD-012020-P120","DOIUrl":"https://doi.org/10.7346/SIRD-012020-P120","url":null,"abstract":"Cours e evaluations by students mai nly emplo ys simple su r veys. However, there ar e many criticisms about their actual usefulness: empirical evidence shows that they are a ritual way of complying with administrative regulations; the scientific literature does not demonstrate their impact on the quality of learning. Moreover, their focus is mainly on student satisfaction and they do not consider the complexity of learning processes. A qualitative course evaluation was tested as an alternative approach. 106 master’s degree students in education provided rich answers describing both teachers and students as agents; they see their learning processes in a context of academic demands and social interactions. Experience suggests that qualitative course evaluations may give information on learning that cannot be uncovered in a traditional survey; They also support the student learner identity and emancipate his role as a co-producer of knowledge.","PeriodicalId":258466,"journal":{"name":"ITALIAN JOURNAL OF EDUCATIONAL RESEARCH","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121506949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The concept of agency is increasingly mentioned in policy documents and its use in education according to a capability approach is particularly recent. This paper sets to review the studies on the matter to identify theories, instruments on how to promote agency in teachers according to a capability approach. It presents three perspectives on agency in professional contexts, these are the sociocultural studies originated from Vygotsky, the identity and life-course notions, and the social realist theory. In the conclusions the paper integrates the ecological model with the social realist theory, and eventually hypothesizes two research streams to study agency according to the capability approach. These concern, on the one hand, the development of forms of agency for active participation and positive social change, while the other pertains to the identification of the specific factors that in each context allow for its substantial achievement
{"title":"Verso un programma di ricerca sull’agency in accordo al capability approach","authors":"Daniele Morselli, P. Ellerani","doi":"10.7346/SIRD-012020-P84","DOIUrl":"https://doi.org/10.7346/SIRD-012020-P84","url":null,"abstract":"The concept of agency is increasingly mentioned in policy documents and its use in education according to a capability approach is particularly recent. This paper sets to review the studies on the matter to identify theories, instruments on how to promote agency in teachers according to a capability approach. It presents three perspectives on agency in professional contexts, these are the sociocultural studies originated from Vygotsky, the identity and life-course notions, and the social realist theory. In the conclusions the paper integrates the ecological model with the social realist theory, and eventually hypothesizes two research streams to study agency according to the capability approach. These concern, on the one hand, the development of forms of agency for active participation and positive social change, while the other pertains to the identification of the specific factors that in each context allow for its substantial achievement","PeriodicalId":258466,"journal":{"name":"ITALIAN JOURNAL OF EDUCATIONAL RESEARCH","volume":"214 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115507248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-26DOI: 10.7346/SIRD-012020-P206
Caterina Bembich
This paper presents the rationale for adopting Social Network Analysis (SNA), as a methodology for inquiring into the complex system of causal factors that impacts on the scholastic achievements of at-risk students. SNA provides an analytical perspective that can be contextualized within a socio-cultural theoretical model, by considering development as a factor that is closely interconnected with the cultural, social and relational environment in which the student is immersed. The unit of concern in Social Network Analysis is the pattern of social relationships, constituted by connections, boundaries and gaps among educational communities. Through the use of SNA, it is possible to investigate the structure of social relationships that influence the learning paths of students at-risk of school failure, and the processes and underlying dynamics.In this contribution, the role of SNA is examined by reference to an ongoing research with students at risk of school failure in a professional school. We report an exploratory inquiry in which the SNA is applied to highlight the development of the social relationships in a class of students, during the course of a group activity in a vulnerable school context (developed inside the FAMI-IMPACT FVG 2018-2020 project). The SNA highlights the role that innovative activities can have in sustaining interdependence and reciprocity among students and support their motivation to learn.
{"title":"The contribution of Social Network Analysis in conceptualizing school failure: A methodological reflection on an exploratory inquiry","authors":"Caterina Bembich","doi":"10.7346/SIRD-012020-P206","DOIUrl":"https://doi.org/10.7346/SIRD-012020-P206","url":null,"abstract":"This paper presents the rationale for adopting Social Network Analysis (SNA), as a methodology for inquiring into the complex system of causal factors that impacts on the scholastic achievements of at-risk students. SNA provides an analytical perspective that can be contextualized within a socio-cultural theoretical model, by considering development as a factor that is closely interconnected with the cultural, social and relational environment in which the student is immersed. The unit of concern in Social Network Analysis is the pattern of social relationships, constituted by connections, boundaries and gaps among educational communities. Through the use of SNA, it is possible to investigate the structure of social relationships that influence the learning paths of students at-risk of school failure, and the processes and underlying dynamics.In this contribution, the role of SNA is examined by reference to an ongoing research with students at risk of school failure in a professional school. We report an exploratory inquiry in which the SNA is applied to highlight the development of the social relationships in a class of students, during the course of a group activity in a vulnerable school context (developed inside the FAMI-IMPACT FVG 2018-2020 project). The SNA highlights the role that innovative activities can have in sustaining interdependence and reciprocity among students and support their motivation to learn.","PeriodicalId":258466,"journal":{"name":"ITALIAN JOURNAL OF EDUCATIONAL RESEARCH","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123620761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-26DOI: 10.7346/SIRD-012020-P183
F. Batini, M. Bartolucci, Mattioli Francesco
In recent years, the world of education has found itself facing a series of changes to meet the increasingly pressing needs of the world in which we live. From the methodological point of view, a series of innovative didactics have been developed, detached from the frontal lesson and from a transmitting idea of knowledge, favouring an active didactics where the student is at the centre of the learning process. In this article we present the results of a research-training aimed at verifying the effects of active and competencebased didactics in two classes (second and fifth) of primary school. To this end, the participating subjects were subjected, ex ante and ex post, to tests that verify their cognitive functioning, but also their approach and motivation to study. The results show an increase in the above mentioned dimensions for the experimental groups, compared to peer control groups, suggesting that these didactic interventions may have both a direct effect on the subjects’ learning, but also an empowerment effect of psychological and neuropsychological transversal dimensions.
{"title":"Un’esperienza di ricerca-formazione basata sulle competenze, nell’Istituto Comprensivo Melanzio-Parini di Castel Ritaldi","authors":"F. Batini, M. Bartolucci, Mattioli Francesco","doi":"10.7346/SIRD-012020-P183","DOIUrl":"https://doi.org/10.7346/SIRD-012020-P183","url":null,"abstract":"In recent years, the world of education has found itself facing a series of changes to meet the increasingly pressing needs of the world in which we live. From the methodological point of view, a series of innovative didactics have been developed, detached from the frontal lesson and from a transmitting idea of knowledge, favouring an active didactics where the student is at the centre of the learning process. In this article we present the results of a research-training aimed at verifying the effects of active and competencebased didactics in two classes (second and fifth) of primary school. To this end, the participating subjects were subjected, ex ante and ex post, to tests that verify their cognitive functioning, but also their approach and motivation to study. The results show an increase in the above mentioned dimensions for the experimental groups, compared to peer control groups, suggesting that these didactic interventions may have both a direct effect on the subjects’ learning, but also an empowerment effect of psychological and neuropsychological transversal dimensions.","PeriodicalId":258466,"journal":{"name":"ITALIAN JOURNAL OF EDUCATIONAL RESEARCH","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128650727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-26DOI: 10.7346/SIRD-012020-P138
Bantalem Derseh
The aim of this study was to enhance students’ writing performance through inquiry based learning. A quasi-experimental design which employed Time Series Design with single group participants was used. A total of 20 EFL undergraduate students were selected using comprehensive sampling method. Tests, focus group discussion, and student-reflective journal were used to gather data on the students’ writing performance. The participants were given a series of three argumentative essay writing pretests both before and after the intervention, inquiry based argumentative essay writing instruction. While the quantitative data were analyzed using One-Way Repeated Measures ANOVA, the qualitative data were analyzed through narration. The findings of the study revealed that using inquiry based argumentative writing instruction develop students’ writing performance. Therefore, inquiry based instruction is suggested as a means to improve students’ writing performance because the method incorporates activity oriented learning, logical arguments, and collaboration.
{"title":"Enhancing EFL Students’ Writing Performance through Inquiry Based Learning","authors":"Bantalem Derseh","doi":"10.7346/SIRD-012020-P138","DOIUrl":"https://doi.org/10.7346/SIRD-012020-P138","url":null,"abstract":"The aim of this study was to enhance students’ writing performance through inquiry based learning. A quasi-experimental design which employed Time Series Design with single group participants was used. A total of 20 EFL undergraduate students were selected using comprehensive sampling method. Tests, focus group discussion, and student-reflective journal were used to gather data on the students’ writing performance. The participants were given a series of three argumentative essay writing pretests both before and after the intervention, inquiry based argumentative essay writing instruction. While the quantitative data were analyzed using One-Way Repeated Measures ANOVA, the qualitative data were analyzed through narration. The findings of the study revealed that using inquiry based argumentative writing instruction develop students’ writing performance. Therefore, inquiry based instruction is suggested as a means to improve students’ writing performance because the method incorporates activity oriented learning, logical arguments, and collaboration.","PeriodicalId":258466,"journal":{"name":"ITALIAN JOURNAL OF EDUCATIONAL RESEARCH","volume":"3400 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127501932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Assessment skill is considered strategic to govern complexity and to direct oneself in longlife and longwide learning process being a highly transversal skill. Consequently, all educational and training contexts, and among them in particular schools, should encourage and promote its development; instead of this assessment skill rarely is an explicit objective in teaching practice. In innovative contexts students can be asked to carry out an assessment exercise but without an adequate training this request can be risky.This is particularly true in student assessment of teaching where the inversion of roles can negatively influence the quality of educational relationships. To full exploit the educational potential of assessment practices in the school context, it is necessary to relaunch an assessment agreement within a framework of commitment and co-responsibility between teachers and students.
{"title":"Apprendere la competenza valutativa a scuola: un asset strategico per la vita","authors":"Katia Montalbetti","doi":"10.7346/SIRD-012020-P54","DOIUrl":"https://doi.org/10.7346/SIRD-012020-P54","url":null,"abstract":"Assessment skill is considered strategic to govern complexity and to direct oneself in longlife and longwide learning process being a highly transversal skill. Consequently, all educational and training contexts, and among them in particular schools, should encourage and promote its development; instead of this assessment skill rarely is an explicit objective in teaching practice. In innovative contexts students can be asked to carry out an assessment exercise but without an adequate training this request can be risky.This is particularly true in student assessment of teaching where the inversion of roles can negatively influence the quality of educational relationships. To full exploit the educational potential of assessment practices in the school context, it is necessary to relaunch an assessment agreement within a framework of commitment and co-responsibility between teachers and students.","PeriodicalId":258466,"journal":{"name":"ITALIAN JOURNAL OF EDUCATIONAL RESEARCH","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126227083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-26DOI: 10.7346/SIRD-012020-P223
E. Felisatti, A. Serbati, S. Paccagnella
The paper presents results from an evaluative research regarding the use of peer review in the context of Teacher Education internship at the University of Padova. The assignment for the peer review cycle was the internship project. The research aimed to monitor students’ perceptions in order to identify areas of improvement and tailor the model for further systematic implementations and involved 143 students enrolled in the 4th and 5th year. Recent research on peer review shows how this approach fosters students to take an active role in their learning, reflecting on their own assignments, reinforcing knowledge and skills, learning by sharing and comparing perspectives with peers at different levels, developing assessment and self-assessment skills. The current research seems to confirm these findings, showing positive students’ perceptions regarding the efficacy of peer review, specifically of the giving feedback, receiving feedback, writing self-feedback phases, and highlighting relevant impacts on the learning process. The peer review cycle has been improved based on suggestions emerged from the research and the model is now applied within all years of the internship.
{"title":"L’esperienza di Peer Review nel corso di laurea in Scienze della Formazione Primaria: esiti di una ricerca valutativa sulle percezioni degli studenti","authors":"E. Felisatti, A. Serbati, S. Paccagnella","doi":"10.7346/SIRD-012020-P223","DOIUrl":"https://doi.org/10.7346/SIRD-012020-P223","url":null,"abstract":"The paper presents results from an evaluative research regarding the use of peer review in the context of Teacher Education internship at the University of Padova. The assignment for the peer review cycle was the internship project. The research aimed to monitor students’ perceptions in order to identify areas of improvement and tailor the model for further systematic implementations and involved 143 students enrolled in the 4th and 5th year. Recent research on peer review shows how this approach fosters students to take an active role in their learning, reflecting on their own assignments, reinforcing knowledge and skills, learning by sharing and comparing perspectives with peers at different levels, developing assessment and self-assessment skills. The current research seems to confirm these findings, showing positive students’ perceptions regarding the efficacy of peer review, specifically of the giving feedback, receiving feedback, writing self-feedback phases, and highlighting relevant impacts on the learning process. The peer review cycle has been improved based on suggestions emerged from the research and the model is now applied within all years of the internship.","PeriodicalId":258466,"journal":{"name":"ITALIAN JOURNAL OF EDUCATIONAL RESEARCH","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132852756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In Italian universities, the assessment of learning too often takes a summative nature, usually associated with a passing score of a final exam, despite international literature on the sector indicates the importance of using forms of formative assessment to improve students’ learning. Furthermore, forms of evaluation traditionally used do not provide us significant information about how much the student is (or will be) able to apply what he has learned in future work and in real life contexts. Designing an assessment based on the acquisition of competences responds to a double need: to describe, accurately, the degree of competence performance expected by students; to initiate forms of self-assessment and peer evaluation with specific training feedback. In order to define the skills to be assessed, the main competence descriptors defined in the European context for higher education are examined, which constitute an important point of reference for starting an operationalization of the defined goals. The evaluation rubric can provide us a valuable help to operationalize skills and levels of mastery expected by the student and to proceed with their assessment in a formative way. In this sense, some applications and operational examples are proposed.
{"title":"Progettare la valutazione per competenze nell’istruzione superiore","authors":"M. D. Angelis, R. Trinchero","doi":"10.7346/SIRD-012020-P37","DOIUrl":"https://doi.org/10.7346/SIRD-012020-P37","url":null,"abstract":"In Italian universities, the assessment of learning too often takes a summative nature, usually associated with a passing score of a final exam, despite international literature on the sector indicates the importance of using forms of formative assessment to improve students’ learning. Furthermore, forms of evaluation traditionally used do not provide us significant information about how much the student is (or will be) able to apply what he has learned in future work and in real life contexts. Designing an assessment based on the acquisition of competences responds to a double need: to describe, accurately, the degree of competence performance expected by students; to initiate forms of self-assessment and peer evaluation with specific training feedback. In order to define the skills to be assessed, the main competence descriptors defined in the European context for higher education are examined, which constitute an important point of reference for starting an operationalization of the defined goals. The evaluation rubric can provide us a valuable help to operationalize skills and levels of mastery expected by the student and to proceed with their assessment in a formative way. In this sense, some applications and operational examples are proposed.","PeriodicalId":258466,"journal":{"name":"ITALIAN JOURNAL OF EDUCATIONAL RESEARCH","volume":"55 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132134764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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