VALUTARE L'APPRENDIMENTO NELLA DIDATTICA A DISTANZA IN EMERGENZA
Barra laterale dell'articolo
Pubblicato:
May 21, 2021
Parole chiave:
Valutazione, Apprendimento Online, Didattica a Distanza in Emergenza, Valutazione Online
Contenuto principale dell'articolo
Abstract
Gli autori affrontano il tema dell'applicabilità dei tipi di valutazione comunemente utilizzati nella formazione online al contesto della didattica a distanza in situazioni emergenziali. In particolare, si considera il caso di compiti scritti, discussioni online, lavoro educativo sul campo, i test e i quiz, le presentazioni e gli e-portfolio. La discussione include i concetti di valutazione sincrona e asincrona e le problematiche relative all'integrità accademica. Gli autori concludono osservando che l'empatia e una flessibilità “radicale” sono parte integrante della valutazione nella didattica a distanza in emergenza.
Dettagli dell'articolo
Sezione
Articoli - Numero speciale
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- 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.
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Riferimenti bibliografici
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Farrell, O. (2020). From portafoglio to eportfolio: The evolution of portfolio in higher education. Journal of Interactive Media in Education, 2020(1), 1-14. doi: 10.5334/jime.574
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Fougt, S. S., Misfeldt, M., & Shaffer, D. W. (2019). Realistic Authenticity. Journal of Interactive Learning Research, 30(4), 477-504.
Garrison, D. R. (2002). Cognitive presence for effective asynchronous online learning: The role of reflective inquiry, self-direction and metacognition. Elements of Quality Online Education: Practice and Direction, 4(1), 47-58.
Gerido, L., & Curran, M. C. (2014). Enhancing science instruction through student-created PowerPoint presentations. The American Biology Teacher, 76(9), 627-631. doi: 10.1525/abt.2014.76.9.10
Grajek, S. (2020, April 3). EDUCAUSE COVID-19 QuickPoll results: Help for students. EDUCAUSE Review. Retrieved from https://er.educause.edu/blogs/2020/4/educause-covid-19-quickpoll-results-help-for-students
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Harton, H. C., Aladia, S., & Gordon, A. (2019). Faculty and student perceptions of cheating in online vs. traditional classes. Online Journal of Distance Learning Administration, 22(4). Retrieved from https://www.westga.edu/~distance/ojdla/winter224/hartonaladiagordon224.html
Hew, K. F., & Cheung, W. S. (2012). Student participation in online discussions: Challenges, solutions, and future research. Springer Science & Business Media. doi: 10.1007/978-1-4614-2370-6
Hodges, C. B., & Brill, J. M. (2007). Developing a training program for instructional assistants within a large-scale emporium-based environment: A nine-year evolution towards systemic change. International Journal of Teaching & Learning in Higher Education, 19(1). Retrieved from http://www.isetl.org/ijtlhe/pdf/IJTLHE161.pdf
Hodges, C.B., & Cowan, S.F. (2012). Preservice teachers’ views of instructor presence in online courses. Journal of Digital Learning in Teacher Education, 28(4), 139-145. doi: 10.1080/21532974.2012.10784694
Hodges, C.B., & Folwer, D.J. (2020). The COVID-19 Crisis and faculty members in higher education: From emergency remote teaching to better teaching through reflection. Multidisciplinary Perspectives in Higher Education. 5(1), 118-122.
Hodges, C.B., Moore, S.L., Lockee, B.B., Bond, M.A., & Jewett, A. (2020). An instructional design process for emergency remote teaching. In D. Burgos, A. Tlili, & A. Tabacco (Eds.), Radical solutions for education in a crisis context. Lecture Notes in Educational Technology (pp.37-51). Singapore: Springer Nature. doi: 10.1007/978-981-15-7869-4_3
Hrastinski, S. (2008). Asynchronous & synchronous e-learning. EDUCAUSE Quarterly, 31(4). 51-55. Retrieved from https://er.educause.edu/-/media/files/article-downloads/eqm0848.pdf
Hrastinski, S. (2019). What do we mean by blended learning? TechTrends, 63(5), 564-569. doi: 10.1007/s11528-019-00375-5
Kearns, L. R. (2012). Student assessment in online learning: Challenges and effective practices. Journal of Online Learning and Teaching, 8(3), 198-208. Retrieved from https://jolt.merlot.org/vol8no3/kearns_0912.pdf
Kenyon, A. (2020, March 3). Online student presentations. Duke Learning Innovation. Retrieved from https://learninginnovation.duke.edu/blog/2020/03/online-student-presentations/
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