The school assessment process can be analysed and constructed by operating at different interconnected levels: the underlying assessment approach, the assessment program, assessment situations, and related activities. Integrated analysis and design of the different levels allow for a full understanding of assessment in its pedagogical dimension of regulating learning, reducing the risk of fragmented approaches. An assessment program takes shape by considering the dynamic adaptation to students’ needs, the multidimensionality of considered contents, and the relative transferability of skills through authentic activities. This program aims to identify guidance levels in teacher training to lead the educational community toward non-episodic but radical and lasting changes, supporting the overcoming of merely test-centric logics in favour of an assessment that accompanies the teaching-learning process at all its stages.
Il processo valutativo scolastico può essere analizzato e costruito operando su diversi livelli concatenati: l’approccio valutativo di fondo, il programma valutativo, le situazioni valutative e le relative attività. Analizzare e progettare in modo integrato i diversi livelli consente di comprendere appieno la valutazione nella sua dimensione pedagogica di regolazione degli apprendimenti, riducendo il rischio di approcci parcellizzati. Un programma valutativo si delinea tenendo conto dell’adattamento dinamico alle esigenze degli studenti, della multidimensionalità dei contenuti considerati, della relativa trasferibilità di competenze attraverso attività autentiche. Tale programma mira a individuare i livelli guida nella formazione docente per condurre la comunità educante verso cambiamenti non episodici ma radicali e duraturi, sostenendo il superamento di logiche meramente test-centriche a vantaggio di una valutazione che accompagni in tutte le sue fasi il processo di insegnamento-apprendimento.
The Assessment Process: A Multi-Level Model for Configuring and Analyzing Assessment Practices Il Processo di Valutazione: Modello multi-livelli di Configurazione e Analisi delle pratiche valutative
David Martinez Maireles
2024-01-01
Abstract
The school assessment process can be analysed and constructed by operating at different interconnected levels: the underlying assessment approach, the assessment program, assessment situations, and related activities. Integrated analysis and design of the different levels allow for a full understanding of assessment in its pedagogical dimension of regulating learning, reducing the risk of fragmented approaches. An assessment program takes shape by considering the dynamic adaptation to students’ needs, the multidimensionality of considered contents, and the relative transferability of skills through authentic activities. This program aims to identify guidance levels in teacher training to lead the educational community toward non-episodic but radical and lasting changes, supporting the overcoming of merely test-centric logics in favour of an assessment that accompanies the teaching-learning process at all its stages.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
