EVALUATIVE JUDGEMENT DELLE PRATICHE OPERATIVE: VERSO UNA RICONFIGURAZIONE DELLA VALUTAZIONE PER SUPPORTARE LA CAPACITÀ DI ADATTAMENTO E DI AZIONE DEGLI STUDENTI IN CONTESTI COMPLESSI
Barra laterale articolo
Pubblicato
gen 4, 2019
Contenuto principale articolo
Abstract
La ricerca sul sustainable assessment sottolinea l’importanza del fatto che gli studenti apprendano a valutare non soltanto i propri prodotti e le proprie performances, ma anche il processo di apprendimento che hanno attivato per realizzare tali prodotti. Tuttavia, una lacuna della ricercain questo ambito è l’attenzione alle pratiche, ovvero alle specifiche attività svolte per portare a termine i compiti oggetto di apprendimento, e su come esse si adattino ai diversi contesti, sempre più mediati della tecnologia. Essere in grado di improvvisare, modificare o sovvertire le procedure formali e tradizionali e adattare le proprie pratiche lavorative è una capacità fondamentale per imparare ad operare in diverse situazioni con combinazioni sempre diverse di persone, tecnologie e sistemi. A partire da esempi della ricerca socio-materiale in contesti educativi e clinici, sosteniamo che lo sviluppo di una capacità di evaluative judgement delle proprie pratiche lavorative aiuti gli studenti a superare alcune delle sfide ...
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Sezione
Articoli - Numero speciale
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Riferimenti bibliografici
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Bhatt, I. (2017). Classroom digital literacies as interactional accomplishments. In M. Knobel & C. Lankshear (Eds.), Researching New Literacies: Design, Theory, and Data in Sociocultural Investigation (pp. 127–149). New York, NY, USA: Peter Lang.
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Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment and Evaluation in Higher Education, 38(6), 698–712. doi: 10.1080/02602938.2012.691462
Boud, D., & Soler, R. (2016). Sustainable assessment revisited. Assessment and Evaluation in Higher Education, 41(3), 400–413. doi: 10.1080/02602938.2015.1018133
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Carless, D. (2007). Learning-oriented assessment: conceptual bases and practical implications. Innovations in Education and Teaching International, 44(1), 57–66. doi: 10.1080/14703290601081332
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Engeström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5(1), 1–24. doi: 10.1016/j.edurev.2009.12.002
Falk, A. L., Hopwood, N., & Dahlgren, M. A. (2016). Unfolding practices: A sociomaterial view of interprofessional collaboration in health care. Professions and Professionalism, 7(1), 1–14. doi: 10.7577/pp.1699
Fawns, T., & O’Shea, C. (2018). Distributed learning and isolated testing: Tensions in traditional assessment practices. Proceedings of the 2018 Networked Learning Conference, 132–139. Retrieved from http://www.networkedlearningconference.org.uk/abstracts/papers/fawns_11.pdf
Fenwick, T. (2014). Knowledge circulations in inter-para/professional practice: A sociomaterial enquiry. Journal of Vocational Education and Training, 66(3), 264–280. doi: 10.1080/13636820.2014.917695
Fenwick, T., & Edwards, R. (2016). Exploring the impact of digital technologies on professional responsibilities and education. European Educational Research Journal, 15(1), 117–131. doi: 10.1177/1474904115608387
Gibbs, G., & Simpson, C. (2004). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1, 3–31. Retrieved from http://insight.glos.ac.uk/tli/resources/lathe/Documents/issue%201/articles/simpson.pdf
Gourlay, L., & Oliver, M. (2018). Student engagement in the digital university: Sociomaterial assemblages. London, UK: Routledge.
Govaerts, M., & van der Vleuten, C. P. (2013). Validity in work-based assessment: Expanding our horizons. Medical Education, 47(12), 1164–1174. doi: 10.1111/medu.12289
Gregory, L. R., Hopwood, N., & Boud, D. (2014). Interprofessional learning at work: What spatial theory can tell us about workplace learning in an acute care ward. Journal of Interprofessional Care, 28(3), 200–205. doi: 10.3109/13561820.2013.873774
Hamilton, E. C., & Friesen, N. (2013). Online education: A science and technology studies perspective. Canadian Journal of Learning and Technology, 39(2), 1–21. doi: 10.21432/T2001C
Harden, R., & Gleeson, F. (1979). Assessment of clinical competence using an objective structured clinical examination (OSCE). Medical Education, 13(1), 39–54. doi: 10.1111/j.1365-2923.1979.tb00918.x
de la Harpe, B., Peterson, J. F., Frankham, N., Zehner, R., Neale, D., Musgrave, E., & McDermott, R. (2009). Assessment focus in studio: What is most prominent in architecture, art and design? International Journal of Art and Design Education, 28(1), 37–51.
Higher Education Academy. (2012). A marked improvement transforming assessment in higher education. The Higher Education Academy, 60. Retrieved from http://www.heacademy.ac.uk/resources/detail/assessment/a-marked-improvement
Howe, P. W., & Kumar, K. (2017). A qualitative exploration of anesthesia trainees’ experiences during transition to a children’s hospital. Paediatric Anaesthesia, 27(3), 263–270. doi: 10.1111/pan.13064
Lave, J. (1994). Teaching, as learning, in practice. Mind, Culture, and Activity, 3(3), 149–164. Retrieved from doi: 10.1207/s15327884mca0303_2
Lindberg-Sand, Å., & Olsson, T. (2008). Sustainable assessment? Critical features of the assessment process in a modularised engineering programme. International Journal of Educational Research, 47(3), 165–174.
Macfarlane, B. (2015). Student performativity in higher education: Converting learning as a private space into a public performance. Higher Education Research & Development, 34(2), 338–350. doi: 10.1080/07294360.2014.956697
MacLeod, A., Kits, O., Mann, K., Tummons, J., & Wilson, K. W. (2017). The invisible work of distributed medical education: Exploring the contributions of audiovisual professionals, administrative professionals and faculty teachers. Advances in Health Sciences Education, 22(3), 623–638. doi: 10.1007/s10459-016-9695-4
Mesman, J. (2012). Moving in with care: About patient safety as a spatial achievement. Space and Culture, 15(1), 31–43. doi: 10.1177/1206331211426066
Meyer, R., Van Schalkwyk, S. C., & Prakaschandra, R. (2016). The operating room as a clinical learning environment: An exploratory study. Nurse Education in Practice, 18, 60–72. doi: 10.1016/j.nepr.2016.03.005
Nicol, D. (2010). From monologue to dialogue: Improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5), 501–517. doi: 10.1080/02602931003786559
Nicol, D. (2014). Guiding principles for peer review: Unlocking learners’ evaluative skills. In C. Kreber, C. Anderson, N. Entwistle, & J. McArthur (Eds.), Advances and Innovations in University Assessment and Feedback (pp. 179–224). Edinburgh, UK: Edinburgh University Press.
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 & Evaluation in Higher Education, 39(1), 102–122. doi: 10.1080/02602938.2013.795518
Nyström, S., Dahlberg, J., Hult, H., & Dahlgren, M. A. (2016). Enacting simulation: A sociomaterial perspective on students’ interprofessional collaboration. Journal of Interprofessional Care, 30(4), 441–447. doi: 10.3109/13561820.2016.1152234
O’Donovan, B., Rust, C., & Price, M. (2015). A scholarly approach to solving the feedback dilemma in practice. Assessment & Evaluation in Higher Education, (June 2015), 1–12. doi: 10.1080/02602938.2015.1052774
O’Shea, C., & Fawns, T. (2014). Group connoisseurship: Creating shared understandings of quality in online collaborative assessments. Brookes E-Journal of Learning and Teaching, 6(2).
Oliver, M. (2016). Of clouds and cables: What do students need when they learn with technology? Proceedings of the The 11th International Knowledge Management in Organizations Conference on The Changing Face of Knowledge Management Impacting Society, 1–7. doi: 10.1145/2925995.2926051
Orlikowski, W. J. (2007). Sociomaterial practices: Exploring technology at work. Organization Studies, 28(9), 1435–1448. https://doi.org/10.1177/0170840607081138
Rethans, J., Norcini, J., Baron-Maldonado, B., Blackmore, D., Jolly, B., LaDuca, T., & Southgate, L. (2002). The relationship between competence and performance: Implications for assessing practice performance. Medical Education, 36, 901–909. doi: 10.1046/j.1365-2923.2002.01316.x
Ross, J. (2014). Performing the reflective self: Audience awareness in high-stakes reflection. Studies in Higher Education, 39(2), 219–232. doi: 10.1080/03075079.2011.651450
Russell, D. R. (2002). Looking beyond the interface: Activity theory and distributed learning. In M. R. Lea & K. Nicoll (Eds.), Distributed Learning: Social and Cultural Approaches to Practice (pp. 64–82). New York, NY, USA: Routledge Falmer.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144. doi: 10.1007/BF001177
Sadler, D. R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment and Evaluation in Higher Education, 35(5), 535–550. doi: 10.1080/02602930903541015
Sadler, D. R. (2015). Backwards assessment explanations: Implications for teaching and assessment practice. In D. Lebler, G. Carey, & S. D. Harrison (Eds.), Assessment in Music Education: from Policy to Practice (pp. 9–19). doi: 10.1007/978-3-319-10274-0_2
Schatzki, T. R., Knorr-Cetina, K., & Savigny, E. von (Eds.). (2001). The practice turn in contemporary theory. New York: Routledge.
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 25(4), 4–13. doi: 10.3102/0013189X027002004
Suchman, L. (2000). Organizing alignment: A case of bridge-building. Organization, 7(2), 311–327. doi: 10.1177/135050840072007
Suchman, L. (2007). Human-machine reconfigurations: Plans and situated actions, 2nd edition. New York, NY, USA: Cambridge University Press.
Tai, J., Ajjawi, R., Boud, D., Dawson, P., & Panadero, E. (2017). Developing evaluative judgement : Enabling students to make decisions about the quality of work. Higher Education, Online. doi: 10.1007/s10734-017-0220-3
Ajjawi, R., Molloy, E., Bearman, M., & Rees, C. E. (2017). Scaling up assessment for learning in higher education. In D. Carless (Ed.), The Enabling Power of Assessment (Vol. 5, pp. 129–143). Singapore: Springer Nature Singapore. doi: 10.1007/978-981-10-3045-1_9
Arrowsmith, V., Lau-Walker, M., Norman, I., & Maben, J. (2016). Nurses’ perceptions and experiences of work role transitions: A mixed methods systematic review of the literature. Journal of Advanced Nursing, 72(8), 1735–1750. doi: 10.1111/jan.12912
Bhatt, I. (2017). Classroom digital literacies as interactional accomplishments. In M. Knobel & C. Lankshear (Eds.), Researching New Literacies: Design, Theory, and Data in Sociocultural Investigation (pp. 127–149). New York, NY, USA: Peter Lang.
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., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment and Evaluation in Higher Education, 38(6), 698–712. doi: 10.1080/02602938.2012.691462
Boud, D., & Soler, R. (2016). Sustainable assessment revisited. Assessment and Evaluation in Higher Education, 41(3), 400–413. doi: 10.1080/02602938.2015.1018133
Brennan, N., Corrigan, O., Allard, J., Archer, J., Barnes, R., Bleakley, A., De Bere, S. R. (2010). The transition from medical student to junior doctor: Today’s experiences of tomorrow’s doctors. Medical Education, 44(5), 449–458. doi: 10.1111/j.1365-2923.2009.03604.x
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32–42. doi: 10.3102/0013189X018001032
Brown, J. S., & Duguid, P. (2002). The social life of information. Boston, MA, USA: Harvard Business School Press.
Carless, D. (2007). Learning-oriented assessment: conceptual bases and practical implications. Innovations in Education and Teaching International, 44(1), 57–66. doi: 10.1080/14703290601081332
Crook, C., Gross, H., & Dymott, R. (2006). Assessment relationships in higher education: The tension of process and practice. British Educational Research Journal, 32(1), 95–114. doi: 10.1080/01411920500402037
Duchscher, J. E. B. (2009). Transition shock: The initial stage of role adaptation for newly graduated registered nurses. Journal of Advanced Nursing, 65(5), 1103–1113. doi: 10.1111/j.1365-2648.2008.04898.x
Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J., & Warmington, P. (2009). Improving inter-professional collaborations: multi-agency working for children’s wellbeing. New York, NY, USA: Routledge.
Engeström, Y. (2014). Learning by expanding: An activity-theoretical approach to developmental research (2nd ed.). Cambridge, MA, USA: Cambridge University Press.
Engeström, Y., Engeström, R., & Kerosuo, H. (2003). The discursive construction of collaborative care. Applied Linguistics, 24(3), 286–315. doi: 10.1093/applin/24.3.286
Engeström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5(1), 1–24. doi: 10.1016/j.edurev.2009.12.002
Falk, A. L., Hopwood, N., & Dahlgren, M. A. (2016). Unfolding practices: A sociomaterial view of interprofessional collaboration in health care. Professions and Professionalism, 7(1), 1–14. doi: 10.7577/pp.1699
Fawns, T., & O’Shea, C. (2018). Distributed learning and isolated testing: Tensions in traditional assessment practices. Proceedings of the 2018 Networked Learning Conference, 132–139. Retrieved from http://www.networkedlearningconference.org.uk/abstracts/papers/fawns_11.pdf
Fenwick, T. (2014). Knowledge circulations in inter-para/professional practice: A sociomaterial enquiry. Journal of Vocational Education and Training, 66(3), 264–280. doi: 10.1080/13636820.2014.917695
Fenwick, T., & Edwards, R. (2016). Exploring the impact of digital technologies on professional responsibilities and education. European Educational Research Journal, 15(1), 117–131. doi: 10.1177/1474904115608387
Gibbs, G., & Simpson, C. (2004). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1, 3–31. Retrieved from http://insight.glos.ac.uk/tli/resources/lathe/Documents/issue%201/articles/simpson.pdf
Gourlay, L., & Oliver, M. (2018). Student engagement in the digital university: Sociomaterial assemblages. London, UK: Routledge.
Govaerts, M., & van der Vleuten, C. P. (2013). Validity in work-based assessment: Expanding our horizons. Medical Education, 47(12), 1164–1174. doi: 10.1111/medu.12289
Gregory, L. R., Hopwood, N., & Boud, D. (2014). Interprofessional learning at work: What spatial theory can tell us about workplace learning in an acute care ward. Journal of Interprofessional Care, 28(3), 200–205. doi: 10.3109/13561820.2013.873774
Hamilton, E. C., & Friesen, N. (2013). Online education: A science and technology studies perspective. Canadian Journal of Learning and Technology, 39(2), 1–21. doi: 10.21432/T2001C
Harden, R., & Gleeson, F. (1979). Assessment of clinical competence using an objective structured clinical examination (OSCE). Medical Education, 13(1), 39–54. doi: 10.1111/j.1365-2923.1979.tb00918.x
de la Harpe, B., Peterson, J. F., Frankham, N., Zehner, R., Neale, D., Musgrave, E., & McDermott, R. (2009). Assessment focus in studio: What is most prominent in architecture, art and design? International Journal of Art and Design Education, 28(1), 37–51.
Higher Education Academy. (2012). A marked improvement transforming assessment in higher education. The Higher Education Academy, 60. Retrieved from http://www.heacademy.ac.uk/resources/detail/assessment/a-marked-improvement
Howe, P. W., & Kumar, K. (2017). A qualitative exploration of anesthesia trainees’ experiences during transition to a children’s hospital. Paediatric Anaesthesia, 27(3), 263–270. doi: 10.1111/pan.13064
Lave, J. (1994). Teaching, as learning, in practice. Mind, Culture, and Activity, 3(3), 149–164. Retrieved from doi: 10.1207/s15327884mca0303_2
Lindberg-Sand, Å., & Olsson, T. (2008). Sustainable assessment? Critical features of the assessment process in a modularised engineering programme. International Journal of Educational Research, 47(3), 165–174.
Macfarlane, B. (2015). Student performativity in higher education: Converting learning as a private space into a public performance. Higher Education Research & Development, 34(2), 338–350. doi: 10.1080/07294360.2014.956697
MacLeod, A., Kits, O., Mann, K., Tummons, J., & Wilson, K. W. (2017). The invisible work of distributed medical education: Exploring the contributions of audiovisual professionals, administrative professionals and faculty teachers. Advances in Health Sciences Education, 22(3), 623–638. doi: 10.1007/s10459-016-9695-4
Mesman, J. (2012). Moving in with care: About patient safety as a spatial achievement. Space and Culture, 15(1), 31–43. doi: 10.1177/1206331211426066
Meyer, R., Van Schalkwyk, S. C., & Prakaschandra, R. (2016). The operating room as a clinical learning environment: An exploratory study. Nurse Education in Practice, 18, 60–72. doi: 10.1016/j.nepr.2016.03.005
Nicol, D. (2010). From monologue to dialogue: Improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5), 501–517. doi: 10.1080/02602931003786559
Nicol, D. (2014). Guiding principles for peer review: Unlocking learners’ evaluative skills. In C. Kreber, C. Anderson, N. Entwistle, & J. McArthur (Eds.), Advances and Innovations in University Assessment and Feedback (pp. 179–224). Edinburgh, UK: Edinburgh University Press.
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 & Evaluation in Higher Education, 39(1), 102–122. doi: 10.1080/02602938.2013.795518
Nyström, S., Dahlberg, J., Hult, H., & Dahlgren, M. A. (2016). Enacting simulation: A sociomaterial perspective on students’ interprofessional collaboration. Journal of Interprofessional Care, 30(4), 441–447. doi: 10.3109/13561820.2016.1152234
O’Donovan, B., Rust, C., & Price, M. (2015). A scholarly approach to solving the feedback dilemma in practice. Assessment & Evaluation in Higher Education, (June 2015), 1–12. doi: 10.1080/02602938.2015.1052774
O’Shea, C., & Fawns, T. (2014). Group connoisseurship: Creating shared understandings of quality in online collaborative assessments. Brookes E-Journal of Learning and Teaching, 6(2).
Oliver, M. (2016). Of clouds and cables: What do students need when they learn with technology? Proceedings of the The 11th International Knowledge Management in Organizations Conference on The Changing Face of Knowledge Management Impacting Society, 1–7. doi: 10.1145/2925995.2926051
Orlikowski, W. J. (2007). Sociomaterial practices: Exploring technology at work. Organization Studies, 28(9), 1435–1448. https://doi.org/10.1177/0170840607081138
Rethans, J., Norcini, J., Baron-Maldonado, B., Blackmore, D., Jolly, B., LaDuca, T., & Southgate, L. (2002). The relationship between competence and performance: Implications for assessing practice performance. Medical Education, 36, 901–909. doi: 10.1046/j.1365-2923.2002.01316.x
Ross, J. (2014). Performing the reflective self: Audience awareness in high-stakes reflection. Studies in Higher Education, 39(2), 219–232. doi: 10.1080/03075079.2011.651450
Russell, D. R. (2002). Looking beyond the interface: Activity theory and distributed learning. In M. R. Lea & K. Nicoll (Eds.), Distributed Learning: Social and Cultural Approaches to Practice (pp. 64–82). New York, NY, USA: Routledge Falmer.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144. doi: 10.1007/BF001177
Sadler, D. R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment and Evaluation in Higher Education, 35(5), 535–550. doi: 10.1080/02602930903541015
Sadler, D. R. (2015). Backwards assessment explanations: Implications for teaching and assessment practice. In D. Lebler, G. Carey, & S. D. Harrison (Eds.), Assessment in Music Education: from Policy to Practice (pp. 9–19). doi: 10.1007/978-3-319-10274-0_2
Schatzki, T. R., Knorr-Cetina, K., & Savigny, E. von (Eds.). (2001). The practice turn in contemporary theory. New York: Routledge.
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 25(4), 4–13. doi: 10.3102/0013189X027002004
Suchman, L. (2000). Organizing alignment: A case of bridge-building. Organization, 7(2), 311–327. doi: 10.1177/135050840072007
Suchman, L. (2007). Human-machine reconfigurations: Plans and situated actions, 2nd edition. New York, NY, USA: Cambridge University Press.
Tai, J., Ajjawi, R., Boud, D., Dawson, P., & Panadero, E. (2017). Developing evaluative judgement : Enabling students to make decisions about the quality of work. Higher Education, Online. doi: 10.1007/s10734-017-0220-3