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 2019/1
Lingua Italiano Numero pagine 15 P. 143-157 Dimensione file 201 KB
DOI 10.3280/RIP2019-001009
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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, Assessment for Learning e Dynamic Assessment. Il ruolo della mediazione nella valutazione inclusiva in "RICERCHE DI PSICOLOGIA " 1/2019, pp 143-157, DOI: 10.3280/RIP2019-001009