VALUTAZIONE FORMANTE PER L’ATTIVAZIONE COGNITIVA. SPUNTI PER UN USO EFFICACE DELLE TECNOLOGIE PER APPRENDERE IN CLASSE
Barra laterale dell'articolo
Contenuto principale dell'articolo
Abstract
L’introduzione di tecnologie per apprendere in classe (in particolare tablet, dispositivi mobili, personal computer) fornisce interessanti opportunità di apprendimento, ma queste non sono automatiche: docenti e discenti necessitano di imparare come trarne effettivo vantaggio in termini di miglior attivazione cognitiva. Il presente articolo propone una prospettiva che mira a superare la separazione tra didattica e valutazione in favore di una prospettiva integrata: la valutazione formante, ossia una forma di valutazione che è essa stessa momento di apprendimento oltre che di verifica degli apprendimenti acquisiti. Allo scopo di esemplificare il concetto e favorirne l’applicazione in classe l’articolo presenta modelli di progettazione di consegne di valutazione formante e esempi di protocolli per il debriefing e per la rilevazione osservativa delle capacità sviluppate dagli allievi.
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
Al Zahrani, H., & Laxman, K. (2014). Factors that enhance or hinder acceptance and use of mobile devices for learning: A meta-analysis of 60 studies on mobile learning. Computer Communication & Collaboration, 2(4), 39-60.
Al Zahrani, H., & Laxman, K. (2016a). A critical review of meta-analysis studies on mobile learning. Technology, Instruction, Cognition & Learning, 10(3), 245-258.
Al Zahrani, H., & Laxman, K. (2016b). A critical meta-analysis of mobile learning research in higher education. The Journal of Technology Studies, 42(1), 2-17.
Anderson, L. W., & Krathwohl, D. R. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, NY, USA: Addison Wesley Longman.
Andre, T. (1997). Selected micro instructional methods to facilitate knowledge construction: implications for instructional design. In R. D. Tennyson, F. Schott, N. Seel, & S. Dijkstra. Instructional Design: International Perspective: Theory, Research, and Models (Vol. 1) (pp. 243-267). Mahwah, NJ, USA: Lawrence Erlbaum Associates.
Blok, H., Oostdam, R., Otter, M., & Overmaat, M. (2002). Computer-assisted instruction in support of beginning reading instruction: A review. Review of Educational Research, 72, 101–130. doi.org/10.3102/00346543072001101
Burge, B., Lenkeit, J., & Sizmur, J. (2015). PISA in Practice - Cognitive Activation in Maths: How to Use it in the Classroom. Slough, UK: NFER.
Butler, A.C. (2010). Repeated Testing Produces Superior Transfer of Learning Relative to Repeated Studying. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(5), 1118–1133. doi: 10.1037/a0019902
Butler, A.C., Karpicke, J.D., & Roediger, H. L. (2007). The Effect of Type and Timing of Feedback on Learning From Multiple-Choice Tests. Journal of Experimental Psychology, 13(4), 273–281. doi:10.1037/1076-898X.13.4.273
Calvani, A., & Vivanet, G. (2016). Le tecnologie per apprendere nella scuola. Oltre il fallimento. Pedagogia oggi, 2, 155-178.
Clark, R.C., Nguyen, F., & Sweller, J. (2006). Efficiency in learning. Evidence-based guidelines to manage cognitive load. San Francisco, CA, USA: Pfeiffer Wiley.
Della Sala, S. (2016). Le neuroscienze a scuola. Il buono, il brutto, il cattivo. Firenze, IT: Giunti Scuola.
Earl, L.M. (2014). Assessment as learning. using classroom assessment to maximize student learning. Cheltenham, AU: Hawker Brownlow.
Fiorella, L., & Mayer, R. (2015). Learning as a Generative Activity. Eight Learning Strategies that Promote Understanding. Cambridge, UK: Cambridge University Press.
Galligan, L., Loch, B., McDonald, C., & Taylor, J.A. (2010). The use of tablet and related technologies in mathematics teaching. Australian Senior Mathematics Journal, 24(1), 38-51.
Gates, A.I. (1917). Recitation as a factor in memorizing. Archives of Psychology, 6(40).
Goldberg, A., Russell, M., & Cook, A. (2003). The effect of computers on student writing: A meta-analysis of studies from 1992 to 2002. Journal of Technology, Learning, and Assessment, 2(1), 1-52.
Hacker, D.J., Bol, L., & Bahbahani, K. (2008). Explaining calibration accuracy in classroom contexts: the effects of incentives, reflection, and explanatory style. Metacognition and Learning, 3(2), 101–121. doi: 10.1007/s11409-008-9021-5
Hassler, B., Major, L., & Hennessy, S. (2016). Tablet use in schools: A critical review of the evidence for learning outcomes. Journal of Computer Assisted Learning, 32(2), 139-156. https://doi.org/10.1111/jcal.12123
Hattie, J., & Donoghue, G.M. (2016). Learning strategies: a synthesis and conceptual model. npj Science of Learning, 1. doi: 10.1038/npjscilearn.2016.13
Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. London, UK: Routledge.
Hattie, J. (2016). Apprendimento visibile, insegnamento efficace. Trento, IT: Erickson.
Higgins, S., Xiao, Z., & Katsipataki, M. (2012). The impact of digital technology on learning: A summary for the education endowment foundation [Report]. Retrieved from https://educationendowmentfoundation.org.uk/public/files/Publications/The_Impact_of_Digital_Technologies_on_Learning_(2012).pdf
Izawa, C. (1970). Optimal potentiating effects and forgetting-prevention effects of tests in paired-associate learning. Journal of Experimental Psychology, 83(2), 340-344. doi: 10.1037/h0028541
Kang, S.H.K., McDermott, K.B., & Roediger, H.L. (2007). Test format and corrective feedback modify the effect of testing on long-term retention. European Journal of Cognitive Psychology, 19(4/5), 528-558. doi: 10.1080/09541440601056620
Kang, S.H.K., Pashler, H., Cepeda, N.J., Rohrer, D., & Carpenter, S.K. (2011). Does Incorrect Guessing Impair Fact Learning? Journal of Educational Psychology, 103(1), 48–59. doi: 10.1037/a0021977
Kongsgården, P., & Krumsvik, R.J. (2016). Use of tablets in primary and secondary school - a case study. Nordic Journal of Digital Literacy, 11(4), 248-273. doi: 10.18261/issn.1891-943x-2016-04-03
Kornell, N., Hays, M. J., & Bjork, R. A. (2009). Unsuccessful retrieval attempts enhance subsequent learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35(4), 989-998. doi: 10.1037/a0015729
Lavery L. (2008). Self-regulated learning for academic success: An evaluation of instructional techniques (PhD thesis). University of Auckland, New Zealand.
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA, USA: ASCD
Mayer, R. E. (2013). Multimedia Learning. In J. Hattie, E. M. Anderman (Eds.), International Guide to Student Achievement. London, UK: Routledge.
Mbarek, R., & El Gharbi, J.E. (2013). A Meta-analysis of e-learning effectiveness antecedent. International Journal of Innovation and Applied Studies, 3(1), 48-58.
Merrill, M.D. (2002). First Principles of Instruction. ETR&D, 50(3), 43–59. doi: 10.1007/BF02505024
Nishizaki, D.M. (2015). The Effects of Tablets on Learning: Does Studying from a Tablet Computer Affect Student Learning Differently Across Educational Levels (Doctoral dissertation). CMC Senior Theses, Paper 1011. Retrieved from https://scholarship.claremont.edu/cgi/viewcontent.cgi?article=2074&context=cmc_theses
Nunziati, G. (1990). Pour construire un dispositif d’évaluation formatrice. Cahiers Pedagogiques, 280, 47-64.
Perkins, D. N. (1985). The fingertip effect: How information-processing technology changes thinking. Educational Researcher, 14(7), 11-17. doi.org/10.3102/0013189X014007011
Roediger, H.L., & Karpicke, J.D. (2006). Test-enhanced learning: taking memory tests improves long-term retention. Psychol Sci, 17(3), 249-255. doi: 10.1111/j.1467-9280.2006.01693.x
Rosen Y., & Salomon, G. (2007). The differential learning achievements of constructivist technology-intensive learning environments as compared with traditional ones: a meta-analysis. Journal of Educational Computing Research, 36(1), 1-14. doi: 10.2190/R8M4-7762-282U-554J
Schleicher, A. (2016). Teaching Excellence through Professional Learning and Policy Reform: Lessons from Around the World. International Summit on the Teaching Profession. Paris, FR: OECD Publishing.
Schmid R. F., Bernard R. M., Borokhovski, E., Tamim, R., Abrami, P. C., Wade, C. A., …Lowerison, G. (2009). Technology’s effect on achievement in higher education: a stage I meta-analysis of classroom applications. Journal of Computing in Higher Education, 21(2), 95-109. doi: 10.1007/s12528-009-9021-8
Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What Forty Years of Research Says About the Impact of Technology on Learning: A Second-Order Meta-Analysis and Validation Study. Review of Educational Research, 81(1), 4-28. doi: 10.3102/0034654310393361
Timmerman, C.E., & Kruepke, K.A. (2006). Computer-assisted instruction, media richness, and college student performance. Communication Education, 55, 73–104. doi.org/10.1080/03634520500489666
Trinchero, R., & Todaro, P. (2000). Nuovi media per apprendere. Principi di formazione a distanza in rete. Torino, IT: Tirrenia.
Trinchero, R. (2015). Costruire la learning readiness con la pratica deliberata: i software Beta! e PotenziaMente 2.0. In C. Coggi (Ed.), Favorire il successo a scuola. Il Progetto Fenix dall’infanzia alla secondaria. Lecce, IT: Pensa Multimedia.
U.S. DoE. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, D.C., 2010. Retrieved from https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
Zaromb, F.M., & Roediger, H.L. (2010). The testing effect in free recall is associated with enhanced organizational processes. Memory & Cognition, 38(8), 995-1008. doi.org/10.3758/MC.38.8.995
Zhang, M., Trussell, R.P., Gallegos, B., & Asam, R.R. (2015). Using Math Apps for Improving Student Learning: An Exploratory Study in an Inclusive Fourth Grade Classroom. TechTrends, 59(2), 32-39. doi.org/10.1007/s11528-015-0837-y
Zhao Y. (2003). Recent development in technology and language learning: A literature review and meta-analysis. CALICO Journal, 21(1), 7-27. doi: 10.1558/cj.v21i1.7-27