The summative assessment is known, mainly in the upper secondaryschool, as the grade that the teachers give after an oral, written or practicalexamination. Sometimes, the teachers talk and debate with the pupils,sometimes the pupils are only informed without underlining any formativeaspects. If the teachers tell and discuss the summative assessment with thepupils, they can activate several formative values which can remain latentand hidden. This situation can rise misunderstandings and the assessmentcannot trigger metacognitive and self-reflective processes. This experimen-tal study was aimed at verifying that the organization of modalities ofgrade’s communication among teachers, pupils and parents can foster andenhance a better comprehension of the assessment and start meaningfulformative processes.

Raccontare la valutazione sommativa. Strategie per rendere formativo il voto

Parmigiani D.;
2018

Abstract

The summative assessment is known, mainly in the upper secondaryschool, as the grade that the teachers give after an oral, written or practicalexamination. Sometimes, the teachers talk and debate with the pupils,sometimes the pupils are only informed without underlining any formativeaspects. If the teachers tell and discuss the summative assessment with thepupils, they can activate several formative values which can remain latentand hidden. This situation can rise misunderstandings and the assessmentcannot trigger metacognitive and self-reflective processes. This experimen-tal study was aimed at verifying that the organization of modalities ofgrade’s communication among teachers, pupils and parents can foster andenhance a better comprehension of the assessment and start meaningfulformative processes.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11567/900510
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