CADMO


Peer Reviewed Journal
CADMO
Giornale italiano di Pedagogia sperimentale
2 issues per year , ISSN 1122-5165 , ISSNe 1972-5019
Printed issue price (also old issues): € 25,50
E-book issue price (also old issues): € 21,50

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Cadmo is an international journal of educational research, assessment and evaluation. Each issue of the journal contains approximately up to 7 articles (half in English, half in other European languages) peer-reviewed according to the ISI standards, brief reports of research in progress, reviews of books on educational research published since the previous edition and Sassi - three short ironic notes about education policy and assessment. As AEA-Europe has now adopted Cadmo as its official journal, it will be guest editor of a special edition which will be published once every two years. Cadmo is an ISI publication listed in the Social Sciences citation index since 2007. The journal takes its name from the mythical hero Cadmo who came from Tirus (Tyre), in Phoenicia, and was credited with introducing the alphabet in Greece. Protected by Athena, the goddess of wisdom, he killed a serpent guarding a sacred spring by throwing stones at it. Cadmo’s association with the introduction of the alphabet makes him an appropriate figure for the name of the journal, as the alphabet is the first tool of education. In addition, he came from Phoenicia and thus represents the complex interconnections that lay behind any European culture. Being under the protection of the goddess of wisdom, he can also be seen as a symbolic champion of education against the threat of ignorance and prejudice represented by the serpent. The ironic notes Sassi refer to the stones Cadmo used to fight the serpent.

Editor in chief : Benedetto Vertecchi.

Editors: Laboratorio di Pedagogia sperimentale Università degli Studi Roma Tre, Via Milazzo, 11/B 00185 Roma, tel. (+39) 0657339643 - p.campetella@gmail.com

Classified in Class A by Anvur (National Agency for the Evaluation of Universities and Research Institutes) in: Pedagogy.

In France, classified by Aeres (Agence d'évaluation de la recherche et de l'enseignement supérieur)in the first class for journals and periodics.

(2005-ongoing) | Scopus H-Index: 2 | SNIP: 0,026 - IPP: 0,053 - SJR: 0,119 - SCImago Charts and Data*
SCImago Journal & Country Rank



Supervised ERIH Plus European Reference Index for the Humanities

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Issue 2/2011 
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Benedetto Vertecchi, La ricerca educativa: esprit de géométrie e/o esprit de finesse?
Chris Whetton, Principles for establishing policy and practice in assessment for courses in higher education. Advice for the Tempus Demed project
Antonella Poce, Francesca Corradi, Tempus Demed project and operational solutions for online distance education
Sassi / Fede
Cinzia Angelini, Tempus Demed - An educational experience with academics in the Balkan region
Emma Nardi, Orientamenti di ricerca del Committee for Education and Cultural Action (Icom-Ceca) (Committee for Education and Cultural Action's (Icom-Ceca) research trends)
Gabriella Agrusti, Per una lettura diacronica dei fattori dell’apprendimento (A diachronic interpretation of learning factors)
Theo J.H.M. Eggen, Tecla T.M. Lampe, Comparison of the reliability of scoring methods of multiple-response items, matching items, and sequencing items
Francesco Agrusti, Research in progress
Errata corrige
Sassi / Speranza
Abstracts
Sassi / Carità
Libri ricevuti


Issue 1/2011 


Guri A. Nortvedt, Innovations in assessment to meet changing needs
Sassi / Quintiliano è servito (prima di Comenio e Darwin)
Hopfenbeck Therese Nerheim, Fostering self-regulated learners in a community of quality assessment practices
Fabienne M. van der Kleij, Caroline F. Timmers, Theo J.H.M. Eggen, The effectiveness of methods for providing written feedback through a computer-based assessment for learning: a systematic review
Andrew Boyle, A range of approaches for studying the adoption of e-assessment
Sassi / Comenio è servito (dopo Quintiliano e prima di Darwin)
Bill Boyle, Marie Charles, Redefining assessment: the struggle to ensure a balance between accountability and comparability based on a "testocracy" and the development of humanistic individuals through assessment
Sassi / Darwin è servito (dopo Quintiliano e Comenio)
Margaret Heritage, Knowing what to do next: the hard part of formative assessment?
Piotr Nezhnov, SAM - Toolkit to assess primary school students’ academic achievements
Bettina Neugebauer, Nele Kampa, Olaf Köller, How significant are test conditions?
Research in progress
Abstracts
Libri ricevuti


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