QUIS IUDICABIT IPSOS IUDICES? ANALISI DELLO SVILUPPO DI COMPETENZE IN UN PERCORSO DI FORMAZIONE PER INSEGNANTI TRAMITE LA VALUTAZIONE TRA PARI E L’AUTOVALUTAZIONE
Barra laterale dell'articolo
Pubblicato:
Apr 1, 2019
Parole chiave:
Valutazione tra pari, Autovalutazione, Formazione degli Insegnanti in Servizio, Peergrade, Tecnologie Didattiche, Tecnologie per l'Apprendimento
Contenuto principale dell'articolo
Abstract
Lo studio descritto nel presente contributo ha preso in esame il grado di concordanza fra le valutazioni tra pari e l’autovalutazione di elaborati realizzati dagli insegnanti coinvolti in un percorso di formazione e quelle dei docenti del corso. Questo confronto ha consentito di indagare, da un lato, lo sviluppo di competenze valutative nell’ambito dell’approccio metodologico proposto con l’intervento di formazione e, dall’altro, la validità di queste procedure di valutazione in un ambito nel quale sono poco esplorate, come quello della formazione degli insegnanti in servizio. Vengono illustrati: l’oggetto, le metodologie didattiche e le finalità dell’intervento formativo; le modalità di conduzione dei processi di valutazione tra pari, autovalutazione e valutazione dei docenti e le potenzialità degli strumenti digitali adottati per tali processi (Peergrade); le analisi statistiche condotte e i risultati ottenuti. Da questi ultimi emergono buoni e ottimi gradi di concordanza fra le valutazioni degli insegnanti e quelle dei docenti del corso, le cui implicazioni vengono discusse.
Dettagli dell'articolo
Sezione
Articoli - Numero speciale
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Bloxham, S., & West, A. (2004). Understanding the rules of the game: Marking peer assessment as a medium for developing students’ conceptions of assessment. Assessment and Evaluation in Higher Education, 29(6), 721-733. doi: 10.1080/0260293042000227254
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Carless, D., Salter, D., Yang, M., & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395-407. doi: 10.1080/03075071003642449
Cecchinato, G. (2014). Flipped classroom, innovare la scuola con le tecnologie digitali. TD Tecnologie didattiche, 22(1), 11-20.
Cecchinato, G. & Papa, R. (2016). Flipped classroom: un nuovo modo di insegnare e apprendere. Torino, IT: UTET.
Cecchinato G. & Papa R. (2018). Gaming experience a scuola: innovare la didattica nell’ecosistema digitale. In La formazione nell'era delle Smart City. Esperienze ed Orizzonti. Milano, IT: Monduzzi Editoriale.
Cheng, M. M. H., Cheng, A. Y. N., & Tang, S. Y. F. (2010). Closing the gap between the theory and practice of teaching: Implications for teacher education programmes in Hong Kong. Journal of Education for Teaching, 36(1), 91-104. doi: 10.1080/02607470903462222
Cho, K., & MacArthur, C. (2010). Student revision with peer and expert reviewing. Learning and Instruction, 20(4), 328-338. doi: 10.1016/j.learninstruc.2009.08.006
Cho, K., & MacArthur, C. (2011). Learning by reviewing. Journal of Educational Psychology, 103(1), 73-84. doi: 10.1037/a0021950
Cho, K., Schunn, C. D., & Wilson, R. W. (2006). Validity and reliability of scaffolded peer assessment of writing from instructor and student perspectives. Journal of Educational Psychology, 98(4), 891-901. doi: 10.1037/0022-0663.98.4.891
Davies, P. (2006). Peer assessment: Judging the quality of students work by comments rather than marks. Innovations in Education and Teaching International, 43(1), 69-82. doi: 10.1080/14703290500467566
De Beni, R., & Moè, A. (2000). Motivazione e apprendimento. Bologna, IT: il Mulino.
Dewey, J. (2007). Experience and education. New York, NY, USA: Simon & Schuster.
Falchikov, N. (1995). Peer feedback marking: Developing peer assessment. Programmed Learning, 32(2), 175-187. doi: 10.1080/1355800950320212
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), 287-322. doi: 10.3102/00346543070003287
Festinger, L. (1962). A theory of cognitive dissonance. Stanford, CA, USA: Stanford University Press.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York, NY, USA: Palgrave Macmillan.
Harris, J. R. (2011). Peer assessment in large undergraduate classes: An evaluation of a procedure for marking laboratory reports and a review of related practices. American Journal of Physiology - Advances in Physiology Education, 35(2), 178-187. doi: 10.1152/advan.00115.2010
Hattie, J. (2016). Apprendimento visibile, insegnamento efficace. Metodi e strategie di successo dalla ricerca evidence-based. Trento, IT: Erickson.
Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Cambridge, MA, USA: Mit Press.
Jonassen, D. H. (2008). Meaningful learning with technology. Upper Saddle River, NJ, USA: Prentice Hall.
Kaufman, J. H., & Schunn, C. D. (2011). Students' perceptions about peer assessment for writing: Their origin and impact on revision work. Instructional Science, 39(3), 387-406. doi: 10.1007/s11251-010-9133-6
Keengwe, J., Onchwari, G., & Oigara, J. (2014). Promoting active learning through the flipped classroom model. Hershey, PA, USA: IGI Global.
Kendall, M. G. (1938). A new measure of rank correlation. Biometrika, 30(1/2), 81-93. doi: 10.1093/biomet/30.1-2.81
Kovach, R. A., Resch, D. S., & Verhulst, S. J. (2009). Peer assessment of professionalism: A five-year experience in medical clerkship. Journal of General Internal Medicine, 24(6), 742-746. doi: 10.1007/s11606-009-0961-5
Krathwohl, D. R. (2002). A revision of bloom's taxonomy: An overview. Theory into Practice, 41(4), 212-218. doi: 10.1207/s15430421tip4104_2
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30-43. doi: 10.2307/1183338
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159-174. doi: 10.2307/2529310
Li, H., Xiong, Y., Zang, X., Kornhaber, M. L., Lyu, Y., Chung, K. S., & Suen, H. K. (2016). Peer assessment in the digital age: A meta-analysis comparing peer and teacher ratings. Assessment and Evaluation in Higher Education, 41(2), 245-264. doi: 10.1080/02602938.2014.999746
Liu, N., & Carless, D. (2006). Peer feedback: The learning element of peer assessment. Teaching in Higher Education, 11(3), 279-290. https://dx.doi.org/10.1080/13562510600680582
Lynch, R., McNamara, P. M., & Seery, N. (2012). Promoting deep learning in a teacher education programme through self- and peer-assessment and feedback. European Journal of Teacher Education, 35(2), 179-197. doi: 10.1080/02619768.2011.643396
Magin, D. (2001). Reciprocity as a source of bias in multiple peer assessment of group work. Studies in Higher Education, 26(1), 52-63. doi: 10.1080/03075070020030715
Mayer, R. E. (2002). Rote versus meaningful learning. Theory into Practice, 41(4), 226-232. doi: 10.1207/s15430421tip4104_4
Mazur, E. (1997). Peer instruction: A user's manual. Upper Saddle River, NJ, USA: Prentice Hall.
Miller, P. J. (2003). The effect of scoring criteria specificity on peer and self-assessment. Assessment and Evaluation in Higher Education, 28(4), 383-394. doi: 10.1080/0260293032000066218
Nicol, D. (2010). From monologue to dialogue: Improving written feedback processes in mass higher education. Assessment and Evaluation in Higher Education, 35(5), 501-517. doi: 10.1080/02602931003786559
Nicol, D., & MacFarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. doi: 10.1080/03075070600572090
Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in higher education: A peer review perspective. Assessment and Evaluation in Higher Education, 39(1), 102-122. doi: 10.1080/02602938.2013.795518
Novak, J. D. (2002). Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science Education, 86(4), 548-571. doi: 10.1002/sce.10032
O'Mahony, T. K., Vye, N. J., Bransford, J. D., Sanders, E. A., Stevens, R., Stephens, ... Soleiman, M. K. (2012). A comparison of lecture-based and challenge-based learning in a workplace setting: Course designs, patterns of interactivity, and learning outcomes. Journal of the Learning Sciences, 21(1), 182-206. doi: 10.1080/10508406.2011.611775
Orsmond, P., Merry, S., & Reiling, K. (2002). The use of exemplars and formative feedback when using student derived marking criteria in peer and self-assessment. Assessment and Evaluation in Higher Education, 27(4), 309-323. doi: 10.1080/0260293022000001337
Panadero, E., Brown, G. T. L., & Strijbos, J. (2016). The future of student self-assessment: A review of known unknowns and potential directions. Educational Psychology Review, 28(4), 803-830. doi: 10.1007/s10648-015-9350-2
Panadero, E., Tapia, J. A., & Huertas, J. A. (2012). Rubrics and self-assessment scripts effects on self-regulation, learning and self-efficacy in secondary education. Learning and Individual Differences, 22(6), 806-813. doi: 10.1016/j.lindif.2012.04.007
Piaget, J. (1974). La prise de conscience. Paris, FR: PUF.
Piech, C., Huang, J., Chen, Z., Do, C., Ng, A., & Koller, D. (2013). Tuned models of peer assessment in MOOCs. Proceedings of the 6th International Conference on Educational Data Mining, Memphis, Tennessee, USA.
Poon, W., McNaught, C., Lam, P., & Kwan, H. S. (2009). Improving assessment methods in university science education with negotiated self‐and peer‐assessment. Assessment in Education: Principles, Policy & Practice, 16(3), 331-346. doi: 10.1080/09695940903319729
Price, M., Handley, K., & Millar, J. (2011). Feedback: Focusing attention on engagement. Studies in Higher Education, 36(8), 879-896. doi: 10.1080/03075079.2010.483513
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. doi: 10.1006/ceps.1999.1020
Sadler, D. R. (1987). Specifying and promulgating achievement standards. Oxford Review of Education, 13(2), 191-209. doi: 10.1080/0305498870130207
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144. doi: 10.1007/BF00117714
Sadler, P. M., & Good, E. (2006). The impact of self- and peer-grading on student learning. Educational Assessment, 11(1), 1-31.
Schwartz, D. L., Lin, X., Brophy, S., & Bransford, J. D. (1999). Toward the development of flexibly adaptive instructional designs. Hillsdale, MI: Erlbaum.
Sluijsmans, D. M. A., Brand-Gruwel, S., & van Merriënboer, J. J. G. (2002). Peer assessment training in teacher education: Effects on performance and perceptions. Assessment and Evaluation in Higher Education, 27(5), 443-454. doi: 10.1080/0260293022000009311
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