When we talk about learning assessment, we refer to something extremely complex, then we usually reduce it to two main polarities: the result and the process of learning, the former referring to the learner's achievements, the latter to the process by which the achievements have been attained. In this work, we take up the concept of competence as the concept around which to organize the formative process, the key-word for the project and the evaluation, the standard direction for the didactic action. Without going into the merits of learning theories, relating to educational psychology, whose analysis is not within the sphere of this contribution, we will restrict our work to the analysis of the relation among the new learning paradigm, the concept of competence, developed in accordance with this paradigm and the process concerning the assessment.
The Assessment of Learning: From Competence to New Evaluation
CALENDA, MARIKA;TAMMARO, ROSANNA
2015
Abstract
When we talk about learning assessment, we refer to something extremely complex, then we usually reduce it to two main polarities: the result and the process of learning, the former referring to the learner's achievements, the latter to the process by which the achievements have been attained. In this work, we take up the concept of competence as the concept around which to organize the formative process, the key-word for the project and the evaluation, the standard direction for the didactic action. Without going into the merits of learning theories, relating to educational psychology, whose analysis is not within the sphere of this contribution, we will restrict our work to the analysis of the relation among the new learning paradigm, the concept of competence, developed in accordance with this paradigm and the process concerning the assessment.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
