La valutazione come promozione dell’autoregolazione e della sostenibilità dell’apprendimento: un’indagine nazionale sulle concezioni e le strategie valutative degli insegnanti Irene Dora Maria Scierri University of Florence, Italy This is a section of La formazione alla ricerca(DOI: 10.36253/979-12-215-0504-7) by Vanna Boffo, Fabio Togni Firenze University Press Florence 2024 https://doi.org/10.36253/979-12-215-0504-7.12

Available for academic research purposes

Open Access

Copyright Author(s)

Content licence CC BY 4.0

Metadata licence CC0 1.0

This is original content, published for academic research purposes

 Digital edition XML powered by Booksflow

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.

 Assessment as learning Assessment for learning Assessment strategies Formative assessment Teachers’ self-efficacy

It is available online at https://doi.org/10.36253/979-12-215-0504-7.12

References Bandura, Albert. 1997. Self-efficacy: The Exercise of Control. New York: W.H. Freeman and Company. Ben-Eliyahu, Adar. 2021. “Sustainable Learning in Education.” Sustainability 13 (8): 4250. 10.3390/su13084250 Biasi, Valeria, Domenici, Gaetano, Patrizi, Nazarena, e Rosa Capobianco. 2014. “Teacher Self-Efficacy Scale (Scala sull’Auto-Efficacia del Docente – SAED): adattamento e validazione in Italia.” Journal of Educational, Cultural and Psychological Studies 10: 485-509. 10.7358/ecps-2014-010-bias Birenbaum, Menucha. 1996. “Assessment 2000: Towards a Pluralistic Approach to Assessment.” In Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge, edited by Menucha Birenbaum, e Filip J.R.C. Dochy, 3-29. Amsterdam: Kluwer Academic Publishers. Boud, David. 2000. “Sustainable Assessment: Rethinking Assessment for the Learning Society.” Studies in Continuing Education 22 (2): 151-67. 10.1080/713695728 Braun, Virginia, e Victoria Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77-101. 10.1191/1478088706qp063oa Braun, Virginia, Clarke, Victoria, Hayfield, Nikki, e Gareth Terry. 2018. “Thematic Analysis.” In Handbook of Research Methods in Health Social Sciences, edited by Pranee Liamputtong, 843-60. Singapore: Springer. 10.1007/978-981-10-5251-4_103 Brown, Gavin T.L. 2004. “Teachers’ Conceptions of Assessment: Implications for Policy and Professional Development.” Assessment in Education: Principles Policy & Practice 11 (3): 301-18. 10.1080/0969594042000304609 Creswell, John W., e Vicki L. Plano Clark. 20183. Designing and Conducting Mixed Methods Research. Thousand Oaks, CA: SAGE. De Smul, Mona, Heirweg, Sofie, Van Keer, Hilde, Devos, Geert, e Sabrina Vandevelde. 2018. “How Competent Do Teachers Feel Instructing Self-regulated Learning Strategies? Development and Validation of the Teacher Self-efficacy Scale to Implement Self-regulated Learning.” Teaching and Teacher Education 71: 214-25. 10.1016/j.tate.2018.01.001 Earl, Lorna M. 20132. Assessment as Learning: Using Classroom Assessment to Maximize Student Learning. Thousand Oaks: Corwin. Galliani, Luciano. 2015. “Epistemologia della valutazione educativa.” In L’agire valutativo. Manuale per docenti e formatori, a cura di Luciano Galliani, 25-39. Firenze: La Scuola. Graham, Lorraine, Berman Jeanette, e Anne Bellert. 2015. Sustainable Learning: Inclusive Practices for 21st Century Classrooms. Cambridge: Cambridge University Press. Guba, Egon G., e Yvonna S. Lincoln. 2007 (1987). “La valutazione di quarta generazione.” In Classici della valutazione, a cura di Nicoletta Stame, 128-55. Milano: FrancoAngeli. Hattie, John. 2012. Visible Learning for Teachers: Maximizing Impact on Learning. London-New York: Routledge. Levin, Barbara B., He, Ye, e Melony H. Allen. 2013. “Teacher Beliefs in Action: A Cross-sectional, Longitudinal Follow-up Study of Teachers’ Personal Practical Theories.” The Teacher Educator 48 (3): 201-17. 10.1080/08878730.2013.796029 Losito, Bruno. 2018. “Indagini comparative e valutazione. Il contributo di Aldo Visalberghi.” In Rileggere Visalberghi, a cura di Cristiano Corsini, 85-95. Roma: Nuova Cultura. OECD. 2020. What Students Learn Matters: Towards a 21st Century Curriculum. Paris: OECD Publishing. Schellekens, Lonneke H., Bok, Harold G.J., de Jong, Lubberta H., Van der Schaaf, Marieke F., Kremer, Wim D.J., et al. 2021. “A Scoping Review on the Notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL).” Studies in Educational Evaluation 71: 101094. 10.1016/j.stueduc.2021.101094 Scierri, Irene D.M. 2023. “Per una valutazione centrata sull’allievo: framework teorico e primi risultati di un’indagine su concezioni e strategie valutative degli insegnanti.” Lifelong, Lifewide Learning 19 (42): 83-101. 10.19241/lll.v19i42.754 Scierri, Irene D.M. 2024a. “Oltre la valutazione formativa: Costruzione e validazione della scala delle Strategie Valutative degli Insegnanti (StraVI).” Formazione & Insegnamento 22 (1): 97-108. 10.7346/-fei-XXII-01-24_11 Scierri, Irene D.M. 2024b. “Perché valuto? Costruzione e validazione della scala delle Concezioni Valutative degli Insegnanti (CoVI).” Ricerche di Pedagogia e Didattica - Journal of Theories and Research in Education 19 (1): 109-28. 10.6092/issn.1970-2221/19258 Scierri, Irene D.M. 2024c. “Validazione italiana della scala di Autoefficacia dell’Insegnante per l’implementazione dell’Apprendimento Autoregolato (AI-AA)”. Italian Journal of Educational Research 32. Vannini, Ira. 2019. “Ricerca empirico-sperimentale e Ricerca-Formazione. Interrogativi e possibilità per la professionalità dell’insegnante.” In Atteggiamento scientifico e formazione dei docenti, a cura di Gaetano Domenici, e Valeria Biasi, 112-19. Milano: FrancoAngeli. Yan, Zi, e David Boud. 2022. “Conceptualising Assessment-as-learning.” In Assessment as Learning. Maximising opportunities for student learning and achievement, edited by Zi Yan, e Lan Yang, 11-24. London-New York: Routledge. Kindle edition.