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Assessment for Learning e Dynamic Assessment. Il ruolo della mediazione nella valutazione inclusiva
Titolo Rivista: RICERCHE DI PSICOLOGIA  
Autori/Curatori: Serenella Besio 
Anno di pubblicazione:  2019 Fascicolo: Lingua: Italiano 
Numero pagine:  15 P. 143-157 Dimensione file:  201 KB
DOI:  10.3280/RIP2019-001009
Il DOI è il codice a barre della proprietà intellettuale: per saperne di più:  clicca qui   qui 


L’articolo presenta alcune riflessioni sull’Assessment for Learning, un approc-cio alla valutazione che intende superare definitivamente la modalità sommati-va tipica delle valutazioni standardizzate e valorizzare invece la compartecipa-zione tra studente e insegnante nel processo di insegnamento e apprendimento. Successivamente, approfondisce l’approccio del Dynamic Assessment, una decli-nazione del precedente volta a intervenire sullo sviluppo cognitivo del singolo at-traverso l’esperienza mediata dalla relazione educativa. Infine, offre una lettura comparativa di entrambi, proponendone una confluenza in un paradigma unita-rio, al fine di produrre risposte efficaci alle sfide contemporanee, ed in particolare a quella dell’inclusione.


Keywords: Assessment for Learning, Dynamic Assessment, disabilità, contesti inclusivi.

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Serenella Besio, in "RICERCHE DI PSICOLOGIA " 1/2019, pp. 143-157, DOI:10.3280/RIP2019-001009

   

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