Formative assessment allows teachers and students to obtain continuous information about the progress of the teaching/learning process, to identify critical issues and to intervene in order to solve problems may prevent the achievement of the expected objectives. Assessment as learning (Earl, 2003) emphasizes the value of evaluation processes in supporting student’s cognitive development, especially those abilities that permit control procedures, monitoring and self-regulation activities in learning processes and problem solving (Brown,1978). Assessment as learning supports evaluation practices, even those undelayable of summative assessment, because it accents the student’s active role in his own learning process (Dann, 2014). Exposed premises represent the theoretical framework of our exploratory research and, in the academic year 2017/2018 it is concluded its pilot study. The aim of the research is to verify if the introduction of game-based evaluation strategies, of formative character, can improve students’ performances in the final exam of the course. During the planned hours of lectures, following the model of the action research, at the end of a specific didactic activity, a test was presented designed on a webbased platform, which takes advantage of the characteristics of game design. Our research hypothesis is that the use of assessment as learning strategies, or “valutazione formante” (Trinchero, 2017), especially those gamebased, can benefit the learning process, since it can increase the students’ intrinsic motivation. Even though the results of the pilot study confirm the research hypothesis, to give weight to the empirical evidence it is necessary to carry out further investigations.
La valutazione formativa permette a insegnanti e allievi di reperire informazioni continuative circa lo stato di avanzamento del processo di insegnamento/apprendimento, per poter identificare e intervenire su problemi e criticità che possono precludere il raggiungimento degli obiettivi negoziati. Il concetto di assessment as learning (Earl, 2003), enfatizza il valore della valutazione a sostegno dello sviluppo nel soggetto in formazione di quelle abilità cognitive che permettono procedure di controllo, monitoraggio e attività di autoregolazione nell’apprendimento e nel problem solving (Brown, 1978). L’assessment as learning corrobora le pratiche di valutazione formativa, altresì quelle indifferibili di valutazione sommativa, poiché esalta il ruolo attivo dello studente nel proprio processo di apprendimento (Dann, 2014). Tali premesse costituiscono il framework teorico di una ricerca esplorativa, che nell’a. a. 2017/2018 ha visto la conclusione del suo studio pilota. Obiettivo della ricerca è quello di verificare se l’introduzione di strategie di valutazione game-based, a carattere formativo, possano migliorare le performance degli studenti nella prova conclusiva del corso. Durante le previste ore di lezione frontale, seguendo il modello della ricerca-azione, al termine di uno specifico segmento didattico, è stato presentato un test progettato su una piattaforma web based, che trae vantaggio delle caratteristiche del game design. Ipotesi della ricerca è che l’uso di strategie di assessment as learning, o valutazione formante (Trinchero, 2017), in particolare game-based, possa giovare al processo di apprendimento, poiché in grado di aumentare nello studente la motivazione intrinseca. Seppur i risultati dello studio pilota confermano l’ipotesi di ricerca, per dar peso all’evidenza empirica è opportuno effettuare ulteriori approfondimenti.
Assessment as learning: strategie di valutazione game-based per migliorare le performance accademiche degli studenti.
Rosanna Tammaro
;Iannotta Iolanda Sara;Ferrantino Concetta
2019-01-01
Abstract
Formative assessment allows teachers and students to obtain continuous information about the progress of the teaching/learning process, to identify critical issues and to intervene in order to solve problems may prevent the achievement of the expected objectives. Assessment as learning (Earl, 2003) emphasizes the value of evaluation processes in supporting student’s cognitive development, especially those abilities that permit control procedures, monitoring and self-regulation activities in learning processes and problem solving (Brown,1978). Assessment as learning supports evaluation practices, even those undelayable of summative assessment, because it accents the student’s active role in his own learning process (Dann, 2014). Exposed premises represent the theoretical framework of our exploratory research and, in the academic year 2017/2018 it is concluded its pilot study. The aim of the research is to verify if the introduction of game-based evaluation strategies, of formative character, can improve students’ performances in the final exam of the course. During the planned hours of lectures, following the model of the action research, at the end of a specific didactic activity, a test was presented designed on a webbased platform, which takes advantage of the characteristics of game design. Our research hypothesis is that the use of assessment as learning strategies, or “valutazione formante” (Trinchero, 2017), especially those gamebased, can benefit the learning process, since it can increase the students’ intrinsic motivation. Even though the results of the pilot study confirm the research hypothesis, to give weight to the empirical evidence it is necessary to carry out further investigations.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
