The article presents the theoretical-conceptual framework of an empirical research. It aims to examine the conceptions that a non-probabilistic sample of future teachers, in training, have about assessment: for example, the assessment of the learning product with reporting purposes is considered more important than formative assessment (Brown, 2006; Vannini, 2012; Brown, Gebril & Michaelides, 2019). The general objective of the research is to encourage their overcoming to prevent the implementation of formative assessment practices from being impeded by them (Scriven, 1967; Bloom, Madaus & Hastings, 1971; Barbier, 1977; Falcinelli, 1999). The interest on this topic is linked to the following consideration: although circularity in assessment has been recognized and the need to implement assessment for learning has emerged (Black et al., 2003; Sambell, McDowell & Montgomery, 2012), teachers favor only summative assessment with a certification function (Bellomo, 2016; OECD, 2019).
L’articolo presenta il framework teorico-concettuale di una ricerca empirica tesa a rilevare le concezioni che un campione non probabilistico di futuri docenti, in formazione, ha sulla valutazione scolastica: ad esempio, sostenere la prevalenza della valutazione del prodotto dell’apprendimento con scopi rendicontativi rispetto a quella formativa (Brown, 2006; Vannini, 2012; Brown, Gebril & Michaelides, 2019). L’obiettivo generale della ricerca è favorirne il superamento per evitare che ostacolino l’attuazione di pratiche di formative assessment (Scriven, 1967; Bloom, Madaus & Hastings, 1971; Barbier, 1977; Falcinelli, 1999). L’interesse a occuparsi del tema nasce dalla seguente considerazione: sebbene sia stata riconosciuta la circolarità nella valutazione e sia emersa la necessità di attuare processi di assessment for learning (Black et al., 2003; Sambell, McDowell & Montgomery, 2012), i docenti privilegiano la sola valutazione sommativa con funzione certificativa (Bellomo, 2016; OECD, 2019).
La sfida dei docenti: dalla valutazione tradizionale all’assessment for learning, tra concezioni e buone pratiche
R. Tammaro
;D. Gragnaniello
2024-01-01
Abstract
The article presents the theoretical-conceptual framework of an empirical research. It aims to examine the conceptions that a non-probabilistic sample of future teachers, in training, have about assessment: for example, the assessment of the learning product with reporting purposes is considered more important than formative assessment (Brown, 2006; Vannini, 2012; Brown, Gebril & Michaelides, 2019). The general objective of the research is to encourage their overcoming to prevent the implementation of formative assessment practices from being impeded by them (Scriven, 1967; Bloom, Madaus & Hastings, 1971; Barbier, 1977; Falcinelli, 1999). The interest on this topic is linked to the following consideration: although circularity in assessment has been recognized and the need to implement assessment for learning has emerged (Black et al., 2003; Sambell, McDowell & Montgomery, 2012), teachers favor only summative assessment with a certification function (Bellomo, 2016; OECD, 2019).I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
