Emotional Feedback in evaluation processes: Case studies in the University context

Journal title EDUCATION SCIENCES AND SOCIETY
Author/s Maura Mengoni, Silvia Ceccacci, Noemi Del Bianco, Ilaria D'Angelo, Francesco Paolo Romeo, Aldo Caldarelli, Simone Aparecida Capellini, Catia Giaconi
Publishing Year 2021 Issue 2021/2
Language English Pages 17 P. 265-281 File size 0 KB
DOI 10.3280/ess2-2021oa11911
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In the face of the growing number of students with disabilities enrolled at the University, it is necessary to rethink the educational and teaching proposals from an inclusive perspective. This necessarily implies careful planning of even one of the most delicate phases of the teaching and learning process for all students: the final exam of a discipline. An event full of expectations and anxieties, very often attention to the construction of a welcoming environment becomes essential to provide the basis for a welcoming atmosphere and success, especially for students with Specific Learning Disorders (SpLDs) or disabilities. Therefore, this contribution, starting from a pilot study conducted by the University of Macerata, analyzes the role of Emotional Feedback in the assessment procedures in university contexts.  

Keywords: ; Emotional feedback; Inclusive university teaching; University students; Disability

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  • Disponibilità emozionale dell'insegnante, didattica inclusiva e cultura dell'affettività a scuola Francesco Paolo Romeo, in EDUCATION SCIENCES AND SOCIETY 2/2022 pp.297
    DOI: 10.3280/ess2-2022oa14333
  • 2021 International Conference on Computational Science and Computational Intelligence (CSCI) Maura Mengoni, Silvia Ceccacci, Noemi Del Bianco, Ilaria D'Angelo, Simone Aperecida Capellini, Catia Giaconi, pp.855 (DOI:10.1109/CSCI54926.2021.00201)

Maura Mengoni, Silvia Ceccacci, Noemi Del Bianco, Ilaria D'Angelo, Francesco Paolo Romeo, Aldo Caldarelli, Simone Aparecida Capellini, Catia Giaconi, Emotional Feedback in evaluation processes: Case studies in the University context in "EDUCATION SCIENCES AND SOCIETY" 2/2021, pp 265-281, DOI: 10.3280/ess2-2021oa11911