The article presents some reflections on Assessment for Learning, an approach to evaluation that aims at definitively overcoming the summative modality typical of standardized assessments and at encouraging partnership between student and teacher within the teaching and learning process. Subsequently, it deepens the Dynamic Assessment approach, a variation of the previous one, aimed at intervening on the individual’s cognitive development through the experience mediated by the relationship. Finally, it offers a comparison among them, and proposes their confluence in a unique paradigm, in order to produce effective educational answers to contemporary challenges, particularly to the goal of inclusion.
L'articolo presenta alcune riflessioni sull'Assessment for Learning, un approc-cio alla valutazione che intende superare definitivamente la modalità sommati-va tipica delle valutazioni standardizzate e valorizzare invece la compartecipa-zione tra studente e insegnante nel processo di insegnamento e apprendimento. Successivamente, approfondisce l'approccio del Dynamic Assessment, una decli-nazione del precedente volta a intervenire sullo sviluppo cognitivo del singolo at-traverso l'esperienza mediata dalla relazione educativa. Infine, offre una lettura comparativa di entrambi, proponendone una confluenza in un paradigma unita-rio, al fine di produrre risposte efficaci alle sfide contemporanee, ed in particolare a quella dell'inclusione.
(2019). Assessment for Learning e Dynamic Assessment. Il ruolo della mediazione nella valutazione inclusiva [journal article - articolo]. In RICERCHE DI PSICOLOGIA. Retrieved from http://hdl.handle.net/10446/141376
Assessment for Learning e Dynamic Assessment. Il ruolo della mediazione nella valutazione inclusiva
Besio, Serenella
2019-01-01
Abstract
The article presents some reflections on Assessment for Learning, an approach to evaluation that aims at definitively overcoming the summative modality typical of standardized assessments and at encouraging partnership between student and teacher within the teaching and learning process. Subsequently, it deepens the Dynamic Assessment approach, a variation of the previous one, aimed at intervening on the individual’s cognitive development through the experience mediated by the relationship. Finally, it offers a comparison among them, and proposes their confluence in a unique paradigm, in order to produce effective educational answers to contemporary challenges, particularly to the goal of inclusion.File | Dimensione del file | Formato | |
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