L’EFFICACE INTERAZIONE FRA VALUTAZIONE E TECNOLOGIE: EVIDENZE DA UNA RASSEGNA SISTEMATICA DELLA LETTERATURA
Barra laterale dell'articolo
Contenuto principale dell'articolo
Abstract
La valutazione rappresenta oggi un tema ampiamente discusso dalla ricerca educativa, soprattutto per il ruolo che essa svolge nell’ambito dei processi d’apprendimento. Nel dibattito in corso risulta emergente la necessità di adottare approcci maggiormente coerenti con gli sviluppi pedagogici, culturali e tecnologici che coinvolgono e determinano le attività d’insegnamento e apprendimento. È in tale quadro che si colloca anche l’interesse verso la relazione esistente fra valutazione e tecnologie. Allo scopo di indagare questa relazione, è stata condotta una rassegna della letteratura focalizzata sulle modalità d’integrazione delle tecnologie nei contesti scolastici e universitari, ricercando gli elementi di novità rispetto alle pratiche valutative tradizionali. Le evidenze raggiunte mettono in luce un quadro sostanzialmente positivo delle potenzialità di impiego delle tecnologie nei processi valutativi dei diversi livelli d’istruzione e ambiti disciplinari, con l’emergere di numerosi elementi d’interesse e di scenari valutativi nuovi, difficilmente attuabili senza l’impiego delle tecnologie.
Dettagli dell'articolo
Gli autori che pubblicano su questa rivista accettano le seguenti condizioni:
- Gli autori mantengono i diritti sulla loro opera e cedono alla rivista il diritto di prima pubblicazione dell'opera, contemporaneamente licenziata sotto una Licenza Creative Commons CC BY 4.0 Attribution 4.0 International License.
- Gli autori possono aderire ad altri accordi di licenza non esclusiva per la distribuzione della versione dell'opera pubblicata (es. depositarla in un archivio istituzionale o pubblicarla in una monografia), a patto di indicare che la prima pubblicazione è avvenuta su questa rivista.
- Gli autori possono diffondere la loro opera online (es. in repository istituzionali o nel loro sito web) prima e durante il processo di submission, poiché può portare a scambi produttivi e aumentare le citazioni dell'opera pubblicata (Vedi The effect of Open Access).
Riferimenti bibliografici
Barrett, M.E., Swan, A.B., Mamikonian, A., Ghajoyan, I., Kramarova, O., & Youmans, R.J. (2014). Technology in Note Taking and Assessment: The Effects of Congruence on Student Performance. International Journal of Instruction, 7(1), 49-58.
Boubouka, M., & Papanikolau, K.A. (2013). Alternative assessment methods in technology enhanced project-based learning. International Journal of Learning Technology, 8(3), 263-296. doi: 10.1504/IJLT.2013.057063
Boud, D. (2000). Sustainable assessment: rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151-167. doi: 10.1080/713695728
Boud, D., & Soler, R. (2015). Sustainable assessment revisited. Assessment & Evaluation in Higher Education, 41(3), 400-413. doi: 10.1080/02602938.2015.1018133
Brantmeier, C., Vanderplank, R., & Strube, M. (2012). What about me? Individual Self-Assessment by Skill and Level of Language Instruction. System: An International Journal of Educational Technology and Applied Linguistics, 40(1) 144-160. doi:10.1016/j.system.2012.01.003
Cantillon, P., Irish, B., & Sales, D. (2004). Using computers for assessment in medicine. British Medical Journal, 329(7466), 606–609. doi: 10.1136/bmj.329.7466.606
Cisterna, D., Williams, M., & Merritt, J. (2013). Students’ Understanding of Cells & Heredity: Patterns of Understanding in the Context of a Curriculum Implementation in Fifth & Seventh Grades. American Biology Teacher, 75(3) 178-184. doi: 10.1525/abt.2013.75.3.6
Chigne, H.S., Labra Gayo, J.M., Alva Obeso, M.E., Ordonez De Pablo., P., & Cueva Lovelle, J.E. (2016). Towards the Implementation of the Learning Analytics in the Social Learning Environments for the Technology-Enhanced Assessment in Computer Engineering Education. International Journal of Engineering Education, 32(4), 1637-1646.
Conejo, R., Garcia-Vinas, J., Gastón, A., & Barros, B. (2016). Technology-Enhanced Formative Assessment of Plant Identification. Journal of Science Education & Technology, 25(2), 203-221. doi: 10.1007/s10956-015-9586-0
Conole, G., & Warburton, B. (2005) A review of computer-assisted assessment. ALT-J, 13(1), 17-31. doi: 10.1080/0968776042000339772
de Klerk, S., Veldkamp, B. P., & Eggen, T. J. (2015). Psychometric analysis of the performance data of simulation-based assessment: A systematic review and a Bayesian network example. Computers & Education, 85, 23-34. doi: 10.1016/j.compedu.2014.12.020
Debuse, J. C. W., & Lawley, M. (2016). Benefits and drawbacks of computer-based assessment and feedback systems: Student and educator perspectives. British Journal of Educational Technology, 47(2), 294-301. doi: 10.1111/bjet.12232
Deutsch, T., Hermann, K., Frese, T., & Sandholzer, H. (2011). Implementing computer-based assessment – A web-based mock examination changes attitudes. Computers and Education, 58(4), 1068-1075. doi: 10.1016/j.compedu.2011.11.013
Ferguson, R. (2012). Learning analytics: fattori trainanti, sviluppi e sfide. TD Tecnologie Didattiche, 22(3), 138-147. doi: 10.17471/2499-4324/183
Flanagan, E., & Hall. T. (2017). Digital Ensemble: The ENa CT design-based research framework for technology-enhanced embodied assessment in English education. English in Education, 51(1), 76-99. doi: 10.1111/eie.12136
Greiff, S., Wüstenberg, S., Holt, D., Goldhammer, F., & Funke, J. (2013). Computer-based assessment of Complex Problem Solving: concept, implementation, and application. Educational Technology Research & Development, 61(3), 407-421. doi: 10.1007/s11423-013-9301-x
Grion V., & Cesareni, D. (2016). Multiplicity, fluidity, dialogue and sharing: keywords to understand the complex dynamics between human learning and technology [Editorial]. QWERTY, 11(1), 5-10. Retrieved from http://www.ckbg.org/qwerty/index.php/qwerty/issue/view/34
Grion V., & Serbati A. (2017). Assessment for Learning in Higher Education. Nuove prospettive e pratiche di valutazione all’università. Lecce, IT: Pensa Multimedia.
Grion, V., Serbati, A. Tino, C., & Nicol, D. (2017). Ripensare la teoria della valutazione e dell’apprendimento all’università: un modello per implementare pratiche di peer review. Giornale Italiano della Ricerca Educativa, 10(19), 1-17.
Herborn, K., Mustafíc, M., & Greiff, S. (2017). Mapping an Experiment-Based Assessment of Collaborative Behavior onto Collaborative Problem Solving in PISA 2015: A Cluster Analysis Approach for Collaborator Profiles. Journal of Educational Measurement, 54(1) 103-122. doi: 10.1111/jedm.12135
Hettiatachchi, K.H.L.W., Huertas, M.A., & Mor, E. (2015). E-Assessment System for Skill and Knowledge Assessment in Computer Engineering Education. International Journal of Engineering Education, 31(2), 529-540.
Hols-Elders, W., Bloemendaal, P., Bos, N., Quaak, M., Sijstermans, R., & Jong, P. (2008). Twelve tips for computer-based assessment in medical education. Medical Teacher, 30, 673-678. doi: 10.1080/01421590802279595
Ifenthaler, D., (2014). Toward Automated Computer-Based Visualization and Assessment of Team-Based Performance. Journal of Educational Psychology, 106(3), 651-66. doi: 10.1037/a0035505
Jurado, F., Redondo, M., & Ortega, M. (2014). Elearning standards and automatic assessment in a distributed eclipse based environment for learning computer programming. Computer Applications in Engineering Education, 22(4), 774-787. doi: 10.1002/cae.21569
Kalogeropoulos, N., Tzigounakis, I., Pavlatou, E. A., & Boudouvis, A.G. (2013). Computer-based assessment of student performance in programing courses. Computer Applications in Engineering Education, 21(4), 671-683. doi: 10.1002/cae.20512
Kemp, J., Mellor, A., Kotter, R., & Oosthoek, J.W. (2012). Student-Produced Podcasts as an Assessment Tool: An Example from Geomorphology. Journal of Geography in Higher Education, 36(1), 117-130. doi: 10.1080/03098265.2011.576754
Kim, J. (2015). A Study of Perceptional Typologies on Computer Based Assessment (CBA): Instructor and Student Perspectives. Journal of Educational Technology & Society, 18(2), 80-96.
Lin, J.W. (2016). Development and Evaluation of the Diagnostic Power for a Computer-Based Two-tier Assessment. Journal of Science Education and Technology, 25(3), 497-511. doi: 10.1007/s10956-016-9609-5
McKenna, C. (2000). Using computers to assess humanities: Some results from the national survey into the use of Computer Assisted Assessment (CAA). Computers & Texts. Web Supplement, 18/19, A6-A7.
Neumann, D.L., Hood, M., & Neumann, M.M. (2012). Evaluation of Computer-Based Interactive Simulations in the Assessment of Statistical Concepts. International Journal for Technology in Mathematics Education, 19(1), 17-24.
Newhouse, C.P. (2013). Computer-Based Exams in Schools: Freedom from the Limitations of Paper? Research and Practice in Technology Enhanced Learning, 8(3) 431-447.
Nguyen, Q., Rienties, B., Toetenel, L., Ferguson, R., & Whitelock, D. (2017). Examining the designs of computer-based assessment and its impact on student engagement, satisfaction, and pass rates. Computers in Human Behavior, 76, 703-714. doi: 10.1016/j.chb.2017.03.028
Nikou, S.A, & Economides, A.A. (2016). The impact of paper-based, computer-based and mobile-based self-assessment on students’ science motivation and achievement. Computers in Human Behavior, 55, 1241-1248. doi: 10.1016/j.chb.2015.09.025
Nouri, J., Åkerfeldt, A., Fors, U., & Selander, S. (2017). Assessing Collaborative Problem Solving Skills in Technology-Enhanced Learning Environments – The PISA Framework and Modes of Communication. International Journal of Emerging Technologies in Learning, 12(4), 163-174. https://doi.org/10.3991/ijet.v12i04.6737
Odo, D.M. (2012). Computer Familiarity and Test Performance on a Computer-Based Cloze ESL reading Assessment. Teaching English with Technology, 12(3), 18-35.
Oldfield, A., Broadfoot, P., Sutherland, R., & Timmis, S. (2012). Assessment in a Digital Age: A research review. Retrieved from http://www.bristol.ac.uk/education/research/sites/tea/publications/index.html
Osborne, R., Dunne, E., & Farrand, P. (2013). Integrating technologies into “authentic” assessment design: an affordances approach. Research in Learning Technology, 21, 1-18. doi: 10.3402/rlt.v21i0.21986
Perrotta, C. (2014). Innovation in technology-enhanced assessment in the UK and the USA: Future scenarios and critical considerations. Technology, Pedagogy and Education, 23(1), 103-119. doi: 10.1080/1475939X.2013.838453
Race, P., Brown, S. & Smith, B. (2005). 500 tips on assessment (2nd edition). New York, NY, USA: Routledge Falmer.
Quellmalz, E.S., Davenport, J., Timms, M.J., Buckley, B.C., De Boer, G., Jordan, K.A., & Huang, C. (2013). Next-Generation Environments for Assessing and Promoting Complex Science Learning. Journal of Educational Psychology, 105(4), 110-114. doi: 10.1037/a0032220
Robles, D.C., Angulo, J.S., & De La Serna, M. C. (2014). Federated eRubric Service to Facilitate Self-Regulated Learning in the University Model. European Educational Research Journal, 13(5), 575-584.
Rosen, Y. (2017). Assessing Students in Human-to-Agent Settings to Inform Collaborative Problem-Solving Learning. Journal of Educational Measurement, 54(1), 36-53. doi: 10.1111/jedm.12131
Rosen, Y., & Foltz, P.W. (2014). Assessing Collaborative Problem Solving through Automated Technologies. Research & Practice in Technology Enhanced Learning, 9(3), 389-410.
Sheard, M.K., & Chambers, B. (2014). A case of technology-enhanced formative assessment and achievement in primary grammar: How is quality assurance of formative assessment assured? Studies in Educational Evaluation, 43, 14-23. doi: 10.1016/j.stueduc.2014.02.001
Shute, V. J., & Rahimi S. (2016). Review of computer‐based assessment for learning in elementary and secondary education. Journal of Computer Assisted Learning, 33(1), 1-19. doi: 10.1111/jcal.12172
Siddiq, F., & Scherer, R. (2017). Revealing the process of students’ interaction with a novel collaborative problem solving task: An in-depht analysis of think-aloud protocols. Computers in Human Behavior, 76, 509-525. doi: 10.1016/j.chb.2017.08.007
Sim, G., Holifield, P., & Brown, M. (2004). Implementation of computer assisted assessment: Lessons from the literature. Research in Learning Technology, 12(3), 215-229. doi: 10.3402/rlt.v12i3.11255
Stobart, G. (2008). Testing times, the uses and abuses of assessment. Abingdon, UK: Routledge.
Struyven K., Dochy F., & Janssens, S. (2005). Students’ perceptions about evaluation and assessment in higher education: a review. Assessment & Evaluation in Higher Education, 30(4), 325-341. doi: 10.1080/02602930500099102
Sweeney, T., West, D., Groessler, A., Haynie, A., Higgs, B., Macaulay, J., … Yeo, M. (2017). Where’s the transformation? Unlocking the potential of technology-enhanced assessment. Teaching & Learning Inquiry, 5(1). doi: 10.20343/5.1.5
Tang, J., Rich, C.S., & Wang, Y. (2012). Technology-enhanced English Language Writing Assessment in the Classroom. Chinese Journal of Applied Linguistics (De Gruyter), 35(4), 385-399. doi: 10.1515/cjal-2012-0029
Timmis, S., Broadfoot, P., Sutherland, R., & Oldfield, A. (2016), Rethinking assessment in a digital age: opportunities, challenges and risks. British Journal of Educational Technology, 42(3), 454–476. doi: 10.1002/berj.3215
Trinchero, R. (in press). Valutazione formante per l’attivazione cognitiva. Spunti per un uso efficace delle tecnologie per apprendere in classe. Italian Journal of Educational Technology. doi: 10.17471/2499-4324/1013.
van der Kleij, F., Feskens, R. C., & Eggen, T. J. (2015). Effects of feedback in a computer based learning environment on students’ learning outcomes: A meta-analysis. Review of Educational Research, 85(4), 475-511. doi: 10.3102/0034654314564881
van der Kleij, F., Timmers, C., & Eggen, T. (2011). The effectiveness of methods for providing written feedback through a computer-based assessment for learning: A systematic review. CADMO, 19(1), 21-38. doi: 10.3280/CAD2011-001004
Wang, Y. (2014). Use of Interactive Web-Based Exercises for English as a Foreign Language Learning: Learners’ Perceptions. Teaching English with Technology, 14(3) 16-29.
Wilson, J., Olinghouse, N.G., & Andrada, G.N. (2014). Does Automated Feedback Improve Writing Quality. Learning Disabilities – A Contemporary Journal, 12(1), 93-118.
Word Economic Forum. (2016a). The future of jobs: Employment, skills and workforce strategy for the fourth industrial revolution. Geneva, CH: World Economic Forum.
Word Economic Forum. (2016b). New Vision for Education: Fostering Social and Emotional Learning through Technology. Geneva, CH: World Economic Forum.
Yurdabakan, I., & Uzunkavak, C. (2012). Primary School Students’ Attitudes towards Computer based Testing and Assessment in Turkey. Turkish Online Journal of Distance Education, 13(3), 177-188.