Quale auto-valutazione in Università per i professionisti di domani? Percorsi operativi tra riflessioni didattiche e ricerca educativa

Author/s Serafina Pastore
Publishing Year 2015 Issue 2015/1 Language Italian
Pages 14 P. 51-64 File size 93 KB
DOI 10.3280/ERP2015-001004
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

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.

How can be realized self-assessment in Higher Education context? Starting from a critical review of institutional changes in University, the paper focus on main issues and problems faced by educational research on selfassessment, particularly at international level. It then tries to identify future research pathways on this topic. Finally the article presents some key aspects of self-assessment. In the assessment for learning perspective, selfassessment is related to the processes of learning and developing reflection competencies, metacognition and self-regulation fundamental prerequisites for future professionals.

  1. Adam, S. (2004). Using learning outcomes – a consideration of the nature, role, application and implications for European education of employing earning outcomes at the local, national and international levels. Report on United Kingdom. Bologna Seminar, July 2004, Herriot-Watt University
  2. Anderson, G., & Boud, D. (1996). Extending the role of peer learning in university courses. Research and Development in Higher Education, 19, pp. 15-19.
  3. Andrade, H.L., & Cizek, G.J. (2010). Handbook of formative assessment. New York, NY: Routledge.
  4. Andrade, H., & Du, Y. (2007). Student responses to criteria-referenced selfassessment. Assessment and Evaluation in Higher Education, 32 (2), pp. 159-181.
  5. Andrich, D. (2002). A Framework Relating Outcomes Based Education and the Taxonomy of Educational Objectives. Studies in Educational Evaluation, 28, pp. 35-59.
  6. Aspin, D.N., & Chapman, J.D. (2012). Towards a Philosophy of Lifelong Learning.
  7. In Aspin, D.N., Chapman, J.D., Evans, K. & Bagnal, R. (Eds.). Second International Handbook of Lifelong Learning (pp. 3-35). Netherlands: Springer.
  8. Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.) Buckingham: The Society for Research into Higher Education & Open University Press.
  9. Birenbaum, M., & Dochy, F. (1996). Alternatives in Assessment of Achievement, Learning Processes and prior Knowledge. Boston: Kluwer Academic.
  10. Bloxham, S., & West, A. (2004). Understanding the rules of the game: Marking peer assessment as a medium for developing students’ conceptions of assessment. Assessment & Evaluation in Higher Education, 29 (6). pp. 721-733.
  11. Boud, D. (1995). Enhancing Learning through Self Assessment. London: Kogan Page.
  12. Boud, D. (2003). Enhancing Learning through Self Assessment. New York, NY: Routledge.
  13. Boud, D., & Falchikov, N. (2007). Rethinking assessment in higher education: Learning for the longer term. Abingdon: Routledge.
  14. Boud, D., & Falchikov, N. (1989). Quantitative Studies of Student Self – Assessment in Higher Education: a Critical Analysis of Findings. Higher Education, 18 (5), pp. 529-549.
  15. Boud, D., & Holmes, W.H. (1981). Self and peer marking in an undergraduate engineering course. IEEE Transactions on Education, E-24 (4), pp. 267-274.
  16. Brown, G.T.L. (2004). Teachers’ conceptions of assessment: implications for policy and professional development. Assessment in Education, 11 (3), pp. 301-318.
  17. Brown, G.T.L., & Harris, L.R. (2009). Unintended consequences of using tests to improve learning: How improvement-oriented resources heighten conceptions of assessment as school accountability. Journal of MultiDisciplinary Evaluation, 6 (12), pp. 68-91.
  18. Cassidy, S. (2007). Assessing ‘inexperienced’ students’ ability to self-assess: Exploring links with learning style and academic personal control. Assessment & Evaluation in Higher Education, 32 (3), pp. 313-330.
  19. Dochy, F. & Moerkerke, G. (1997). The present, the past and the future of achievement testing and performance assessment. International Journal of Educational Research, 27 (5), pp. 415-432.
  20. Falchikov, N. (2005). Improving Assessment through Student Involvement. London: RoutledgeFalmer.
  21. Falchikov, N. (1996). Improving learning through critical peer feedback and reflection. Higher Education Research and Development, 19, pp. 214-218.
  22. Falchikov, N., & Boud, D. (1989). Student Self-Assessment in Higher Education: A Meta-Analysis. Review of Educational Research, 59 (4), pp. 395-430.
  23. Falchikov, N., & Goldfinch, J. (2000). Student peer assessment in higher education: A meta-analysis comparing peer and teacher marks. Review of Educational Research, 70 (3), pp. 287-323.
  24. Freeman, R., & Lewis, R. (1998). Planning and Implementing Assessment. London: Kogan Page.
  25. Gordon, E.W., McGill, M.V., Iceman Sands, D., Kalinich, K.M., Pellegrino, J.W., & Chatterji, M. (2014). Bringing formative classroom assessment to schools and making it count. Quality Assurance in Education, 22 (4), pp. 339-352.
  26. Kwan, K., & Leung, R. (1996). Tutor versus peer group assessment of student performance in a simulation training exercise. Assessment and Evaluation in Higher Education, 21, pp. 205-214.
  27. Moon, J. (2012). Esperienza, riflessione, apprendimento. Roma: Carocci.
  28. OECD (2012). Education at Glance 2012: OECD Indicators. OECD Publishing.
  29. Price, J.K., Light, D., & Pierson, E. (2014). Classroom Assessment: A Key Component to Support Education Transformation. In Huang, R., Kinshuk & Price,
  30. J.K. (Eds.). ICT in Education in Global Context (pp. 31-46). Berlin, Heidelberg: Springer.
  31. Sambell, K., McDowell, L., & Brown, S. (1997). “But is it fair?”: an exploratory study of student perceptions of the consequential validity of assessment. Studies in Educational Evaluation, 23 (4), pp. 349-371.
  32. Sambell, K., McDowell, L., & Montgomery, C. (2013). Assessment for Learning in Higher Education. London: Routledge.
  33. Schön, D.A. (1987). Educating the Reflective Practitioner: Towards a New Design for Teaching and Learning in The Profession. San Francisco: Jossey – Bass.
  34. Shriram, R. (2013). Outcome Based Education: A Case Study. International Conference on Tertiary Education (ICTERC), Daffodil International University, Dhaka, Bangladesh 19-21 January.
  35. Van Den Berg, I., Admiraal, W., & Pilot, A. (2006). Peer Assessment in University Teaching: Evaluating Seven Course Designs. Assessment & Evaluation in Higher Education, 31 (1), pp. 19-36.
  36. Vu, T.T., & Dall’Alba, G. (2007). Students’ exerience of peer assessment in a professional course. Assessment & Evaluation in Higher Education, 32 (5), pp. 541-556.
  37. Wiliam, D. (2011). Embedded Formative Assessment. Bloomington, IN: Solution Tree.

  • Educazione degli Adulti: politiche, percorsi, prospettive Vanna Boffo, pp.51 (ISBN:979-12-215-0006-6)

Serafina Pastore, Quale auto-valutazione in Università per i professionisti di domani? Percorsi operativi tra riflessioni didattiche e ricerca educativa in "EDUCATIONAL REFLECTIVE PRACTICES" 1/2015, pp 51-64, DOI: 10.3280/ERP2015-001004