Evaluation, feedback, equity: a challenge in education

Titolo Rivista EDUCATION SCIENCES AND SOCIETY
Autori/Curatori Michele Corsi, Pier Giuseppe Rossi, Lorella Giannandrea, Gabrielle E. Miller
Anno di pubblicazione 2021 Fascicolo 2021/2 Lingua Inglese
Numero pagine 4 P. 9-12 Dimensione file 0 KB
DOI 10.3280/ess2-2021oa13004
Il DOI è il codice a barre della proprietà intellettuale: per saperne di più clicca qui

Vedi l'articolo Scarica l'articolo open access

FrancoAngeli è membro della Publishers International Linking Association, Inc (PILA)associazione indipendente e non profit per facilitare (attraverso i servizi tecnologici implementati da CrossRef.org) l’accesso degli studiosi ai contenuti digitali nelle pubblicazioni professionali e scientifiche

  1. Black P., Wiliam D. (1998). Assessment and classroom learning. Assessment in Education: principles, policy & practice, 5(1): 7-74. DOI: 10.1080/0969595980050102.
  2. Boud, D., Soler R. (2016). Sustainable assessment revisited. Assessment & Evaluation in Higher Education, 41(3): 400-413. DOI: 10.1080/02602938.2015.1018133.
  3. Boud D., Ajjawi R., Dawson P. and Tai J. (Eds.). (2018). Developing evaluative judgement in higher education: Assessment for knowing and producing quality work. Routledge.
  4. Carless D. (2015). Exploring learning-oriented assessment processes. Higher Education, 69(6): 963-976. DOI: 10.1007/S10734-014-9816-Z.
  5. Dann R. (2014). Assessment as learning: blurring the boundaries of assessment and learning for theory, policy and practice. Assessment in Education: Principles, Policy & Practice, 21(2): 149-166. DOI: 10.1080/0969594X.2014.898128.
  6. Earl L. (2013). Assessment as learning: Using classroom assessment to maximize student learning (2nd ed.). Twin Oaks, CA: Sage.
  7. Ibarra-Sáiz M.S., Rodríguez-Gómez G. and Boud D. (2020). Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement. Higher Education, 80: 137-156. DOI: 10.1007/s10734-019-00469-2.
  8. Sambell K., McDowell L. and Montgomery C. (2012). Assessment for learning in higher education. London: Routledge.
  9. Winstone N., Boud D. (2019). Exploring cultures of feedback practice: the adoption of learning-focused feedback practices in the UK and Australia. Higher Education Research & Development, 38(2): 411-425. DOI: 10.1080/07294360.2018.1532985.
  10. Winstone N., Carless D. (2019). Designing effective feedback processes in higher education: A learning-focused approach. London: Routledge.

  • Apprendere in situazione: la didattica universitaria partecipativa in dialogo con il sistema integrato 0-6 Rosita Deluigi, Ilenia Marino, in EDUCATION SCIENCES AND SOCIETY 1/2023 pp.36
    DOI: 10.3280/ess1-2023oa15281

Michele Corsi, Pier Giuseppe Rossi, Lorella Giannandrea, Gabrielle E. Miller, Evaluation, feedback, equity: a challenge in education in "EDUCATION SCIENCES AND SOCIETY" 2/2021, pp 9-12, DOI: 10.3280/ess2-2021oa13004