The contribution explores the synergy between citizenship education and Sustainable Assessment (SA) (Boud, 2000). Action research was carried out at the University of Salerno. It involved the administration of a questionnaire (Brown, 2006; Brown, Gebril, Michaelides, 2019) to future teachers to collect their opinions about assessment. The data reveal that assessment is intended as a tool for continuous improvement and for the training of active and responsible citizens. However, it emerges that in the scholastic reality, assessment practices are often limited to a mere summative verification of the learning products (Bellomo, 2016; OECD, 2019), neglecting those of formative assessments (Scriven, 1967).
Il contributo esplora la sinergia tra l’educazione alla cittadinanza e il Sustainable Assessment (SA) (Boud, 2000). Nell’ambito di una ricerca-azione, condotta presso l’Università degli studi di Salerno, è stato somministrato un questionario (Brown, 2006; Brown, Gebril, Michaelides, 2019) per raccogliere le opinioni di futuri docenti sulla valutazione scolastica. I dati rivelano una diffusa consapevolezza della valutazione come strumento per il miglioramento continuo e per la formazione di cittadini attivi e responsabili. Tuttavia, emerge che nella realtà scolastica le pratiche valutative spesso si limitano ad una mera verifica sommativa dei prodotti dell’apprendimento (Bellomo, 2016; OECD, 2019), trascurando quelle di formative assessment (Scriven, 1967).
IL SUSTAINABLE ASSESSMENT: UNA RICERCA-AZIONE TRA FUTURI DOCENTI
Deborah Gragnaniello;Rosanna Tammaro
2024
Abstract
The contribution explores the synergy between citizenship education and Sustainable Assessment (SA) (Boud, 2000). Action research was carried out at the University of Salerno. It involved the administration of a questionnaire (Brown, 2006; Brown, Gebril, Michaelides, 2019) to future teachers to collect their opinions about assessment. The data reveal that assessment is intended as a tool for continuous improvement and for the training of active and responsible citizens. However, it emerges that in the scholastic reality, assessment practices are often limited to a mere summative verification of the learning products (Bellomo, 2016; OECD, 2019), neglecting those of formative assessments (Scriven, 1967).I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.