Promoting self-evaluation: From pre-service teacher training to the classroom

Journal title EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING
Author/s katia Montalbetti
Publishing Year 2025 Issue 2025/1
Language Italian Pages 20 P. 45-64 File size 0 KB
DOI 10.3280/exioa1-2025oa20581
DOI is like a bar code for intellectual property: to have more infomation click here

View article Download Open Access article

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

The scientific literature agrees on the need to strengthen the alliance between learning and assessment since the latter plays a strategic function in directing towards deep training experiences or towards superficial acquisitions. Likewise, there is consensus in recognizing the ability to evaluate and evaluate oneself as a life skill for making informed decisions, critically exercising one’s rights and governing complexity. From this perspective, it becomes urgent to consider (self-)evaluative competence as an educational objective for the school system starting from childhood. The current national regulations open up interesting work spaces in this direction; however, to take these opportunities, teachers need to be well trained. Having personal self-evaluation experience in pre-service training can act as a facilitating factor in didactic transposition into classroom context. To study this hypothesis, empirical research was conducted by administering a semi-structured questionnaire to future teachers attending their pre-service training. The results show a weak diffusion of self-evaluation practices in the university educational path and, more generally, a limited presence of evaluation practices that enhance student agency. The reflection on the field data in relation to the theoretical-conceptual framework coming from the literature highlights a gap between “declared” and “acted”.

Keywords: ; self-evaluation; pre service training; Community Engaged Research; questionnaire; school

  1. Boud, D. (2000). Sustainable assessment. Rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151-167.
  2. Boud, D. (2010). Assessment for developing practice. In J. Higgs, D. Fish, I. Goulter, S. Loftus, J. A. Reid & F. Trede (a cura di) Education for future practice (pp. 251-262). Rotterdam: Sense Publishers.
  3. Andrade, H. L. (2010). Students as the definitive source of formative assessment: academic self-assessment and the self-regulation of learning. In H. Andrade & G. Cizek (Eds.), Handbook of formative assessment (pp. 90-105). Routledge.
  4. Andrade, H. L. (2019). A critical review of research on student self-assessment. Front. Educ., 4(87). DOI: 10.3389/feduc.2019.00087 (ver. 23.09.2024).
  5. Bellomo L. (2013). Il processo di valutazione nel contest scolastico: uno studio esplorativo sulle credenze e le pratiche didattico-valutative in un gruppo di insegnanti di scuola primaria. Formazione e Insegnamento, 1, 167-174.
  6. Black, P. & William, D. (Eds.) Assessment in education: Principles. Policy & Prac-tice, 5(1), 7-74.
  7. Boud, D., & Soler, R. (2015). Sustainable assessment revisited. Assessment and Evaluation in Higher Education, 41(3): 400-413.
  8. Brown G.T.L. (2004). Teachers’ conceptions of assessment: implications for policy and professional development. Assessment in Education, 11, 221-242.
  9. Brown, G. T., & Harris, L. R. (2013). Student self-assessment. In J. H. McMillan (Ed.), Sage Handbook of Research on Classroom Assessment (pp. 367-393). Sage.
  10. Brown, G., Andrade, H., & Chen, F. (2015). Accuracy in student self-assessment: directions and cautions for research. Assess. Educ., 22(4), 444–457.
  11. Brown, S. (2014). Learning, teaching and assessment in higher education. Global perspectives. Palgrave Macmillan.
  12. Coggi, C., & Pizzorno, M. C. (2017). La valutazione formativa in Università. In A. M. Notti (Ed.), La funzione educativa della valutazione (pp. 37-58). Pensa MultiMedia.
  13. Coggi, C., & Ricchiardi, P. (2007). L’autovalutazione degli studenti. In Metodi di ricerca per la valutazione della didattica universitaria (pp. 137-193). Pensa Multimedia.
  14. Dann, R. (2018). Developing feedback for pupils learning. Teaching, learning and assessment in schools. Routledge.
  15. Doria, B., Grion, V., Zaggia, C. (2024) Quale formazione continua sulla valutazione offrire ai docenti universitari? Una rassegna sistematica della letteratura, Form@re, 24(2), 14-30.
  16. Fajet W., Bello M., Ahwee S.L., Mesler J.L., Shaver A.N. (2005). Pre-service Teachers’ Perceptions in Beginning Education Classes. Teaching and Teacher Education, 21 (6), 717-727.
  17. Gijbels D., Dochy F. (2006). Students’ assessment preferences and approaches to learning: can formative assessment make a difference. Educational Studies, 32, 399-409.
  18. Grion, V. & Restiglian, E. (2019). La valutazione fra pari nella scuola. Esperienze di sperimentazione del modello GRiFoVA con alunni e insegnanti. Erikson.
  19. Grion, V. Doria, B. (2023). Processi valutativi e formazione dei docenti universitari alla valutazione: sfide e problemi. In: (a cura di): Marisa Michelini Loredana Perla, Strategie per lo sviluppo della qualità nella didattica universitaria (pp. 414-419). Pensa MultiMedia Editore s.r.l.
  20. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses on achievement. Routledge.
  21. Hawe, E., & Dixon, H. (2017). Assessment for learning: a catalyst for student self-regulation. Assessment & Evaluation in Higher Education, 42(8), 1181-1192.
  22. Huba, M. E., & Freed, J. E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Allyn and Bacon.
  23. Karami, A., & Rezaei, A. (2015). An overview of peer-assessment: The benefits and importance. Journal for the Study of English Linguistics, 3(1): 93-100.
  24. Mariani, L. (2013). Il ruolo dell’autovalutazione come competenza da costruire. Lingua e nuova didattica, XLII, 2, 1-6.
  25. McTighe, J., & Wiggins, G. (2004). Fare progettazione. La pratica di un percorso didattico per la comprensione significativa. Roma: LAS.
  26. McTighe, J., Seif, E., & Wiggins, G. (2004). You can teach for meaning. Educational Leadership, 62(1), 26-30.
  27. Montalbetti, K. (2020). Apprendere la competenza valutativa a scuola: un asset strategico per la vita. Giornale Italiano della Ricerca Educativa, 24, 54-66.
  28. Montalbetti, K., & Lisimberti, C. (2015). Ricerca e professionalità educativa: risorse e strumenti. Pensa multimedia.
  29. Montalbetti, K., & Orizio, E. (2020). Learning assessment skills in higher education: students at work. Form@ re-Open Journal per la formazione in rete, 20(1), 115-127.
  30. Nguyen, T. T. H., & Walker, M. (2016). Sustainable assessment for lifelong learning. Assessment & Evaluation in Higher Education, 41(1), 97-111.
  31. Pagani V. (2020). Dar voce ai dati. Junior.
  32. Panadero, E., & Alonso-Tapia, J. (2013). Self-assessment: Theoretical and practical connotations. When it happens, how is it acquired and what to do to develop it in our students. Electron. J. Res. Educ. Psychol., 11, 551-576.
  33. Panadero, E., Brown, G. L., & Strijbos, J.-W. (2016). The future of student self-assessment: A review of known unknowns and potential directions. Educ. Psychol. Rev., 28(4), 803-830.
  34. Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: four meta-analyses. Educ. Res. Rev., 22, 74-98.
  35. Pastore, S. (2019). Autovalutazione. Promuovere la riflessione e l’autoregolazione dell’apprendimento. UTET Universitaria.
  36. Pastore, S. M. (2024). Definire la competenza dei docenti all’uso dei dati. Riflessioni a margine di una scoping review. RIV Rassegna Italiana di Valutazione, 88/89, 33-54.
  37. Pellerey, M. (2004). Competenze individuali e portfolio. La Nuova Italia.
  38. Pereira, D., Flores, M. A., & Niklasson, L. (2016). Assessment revisited: a review of research in assessment and evaluation in higher education. Assessment & Evalua-tion in Higher Education, 41(7), 1008-1032.
  39. Rezzara, A. (2000) Pensare alla valutazione. Mursia.
  40. Rust, C., Price, M., & O’ Donovan, B. (2003). Improving students’ learning by developing their understanding of assessment criteria and processes. Assessment & Evaluation in Higher Education, 28(2), 147-164.
  41. Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin, 143(6), 565-600.
  42. Scierri, I. D. (2024). Gli ostacoli all’utilizzo di pratiche valutative centrate sugli studenti. Il punto di vista degli insegnanti. In Ricerca didattica e formazione degli insegnanti. Modelli, approcci e metodologie (pp. 827-833). Pensa Multimedia.
  43. Scierri, I. D., & Capperucci, D. (2024). Implementare strategie di autoregolazione dell'apprendimento in classe: una ricerca sulle percezioni di autoefficacia dei docenti e sul ruolo della dimensione valutativa. In A cosa serve la ricerca educativa? Il dato e il suo valore sociale (pp. 819-829). Pensa Multimedia.
  44. Strollo, M. R., & Capobianco, R. (2022). Formare i docenti alla cultura del self-assessment per attivare strategie critiche, riflessive e metacognitive negli studenti. Nuova Secondaria, 39(6), 242-252.
  45. Tino, C., & Grion, V. (2019). Valutare le competenze trasversali in alternanza scuola-lavoro. Modelli e strumenti. Anicia.
  46. To, J., Panadero, E., & Carless, D. (2022). A systematic review of the educational uses and effects of exemplars. Assessment & Evaluation in Higher Education, 47(8), 1167-1182.
  47. Trinchero, R. (2020). Il ruolo dell’autovalutazione degli apprendimenti nella formazione universitaria. Spunti dalla ricerca sul campo. Form@re, 20(1). 1825-7321.
  48. Varani, A., & Carletti, A. (2005). Didattica costruttivista. Dalle teorie alla pratica in classe. Erickson.
  49. Yan, Z., Lao, H., Panadero, E., Fernández-Castilla, B., Yang, L., & Yang, M. (2022). Effects of self-assessment and peer-assessment interventions on academic perfor-mance: A meta-analysis. Educational Research Review, 37, 100484.
  50. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In Handbook of self-regulation (pp. 13-39). Academic press.

katia Montalbetti, Promuovere l’autovalutazione: dal setting formativo all’aula scolastica in "EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING" 1/2025, pp 45-64, DOI: 10.3280/exioa1-2025oa20581