Formazione & insegnamento
ISSN: 2279-7505 | Published: 2014-09-30
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Alternate URL: https://formazione-insegnamento.eu/2014-12/3/1119-authentic-tasks-or-reality-tests.html
Title: Authentic tasks or reality tests?
Abstract: Traditional evaluation practices have the limit of not being able to focus on knowledge reproduction (what is known is identified only with what has been taught); therefore, measured performance always results inconsistent with real competences. Instead, authentic evaluation does not only show "what it is known" but also "what it could be done with the knowledge one has acquired"; hence, such evaluation has a foundational role with regardto the educational profile. Indeed, it is deeply rooted in a constructivist conception of knowledge and, in particular, the one put forward by social constructivism and Ausubel's meaningful learning theory.This paper investigates evaluation practices grounded on the performance of authentic tasks – or reality tests – starting from a renewed consideration on the value of learning. The aim is that of promoting evaluation processes that do not discriminate people, thus supporting paths of skills development and the improvement of practices. Briefly, it deals with value paradigms, authentic tasks and problems pertaining to actual situations, and it therefore points at the necessity for research to start a generative debate forthe exchange between co-valuational criteria and certificatory standards.
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Title: Compiti autentici o prove di realtà?
Abstract: Quando ormai la valutazione tradizionale segna tutti i suoi limiti di focus sulla riproduzione del sapere (ciò che si sa perché lo si è studiato), con seguente discrepanza tra performance e competenze reali, la valutazione autentica non solo mostra "ciò che si sa", ma anche "ciò che si sa fare con ciò che si sa", è pertanto fondamentale per la costruzione del profilo formativo:Essa affonda le radici nella conoscenza situata del costruttivismo, con particolare accezione di costruttivismo sociale e nell'apprendimento significativo di Ausubel. Il contributo esamina le pratiche di valutazione fondate su compiti autentici o prove di realtà, a partire da una rinnovata considerazione del valore dell'apprendimento, per promuovere processi di valutazionenon discriminatori a supporto di percorsi di qualificazione e di rafforzamento delle pratiche, con focus sui paradigmi di valore, compiti autentici e problemi in situazione, indicando, alla ricerca, la necessità di avvio di un dialogo generativo tra criteri co-valutativi e standard certificativi.
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Title: Tâches authentiques ou tests de réalité?
Abstract: Lorsque l'évaluation traditionnelle marque désormais toutes ses limites de mise au point sur la reproduction des connaissances (ce que vous savez pourquoi elle a été étudiée), avec une divergence suivante entre la performance et les compétences réelles, l'évaluation authentique montre non seulement "ce que vous savez", mais aussi "ce que vous pouvez faire avec la connaissance du constructeur, est donc fondamentale pour la construction du profil de formation et de la connaissance de la connaissance de la connaissance du constructeur, Ausubel. La contribution examine les pratiques d'évaluation basées sur des tâches ou des tests de réalité authentiques, à partir d'une considération renouvelée de la valeur de l'apprentissage, afin de promouvoir les processus d'évaluation discriminatoire pour soutenir les voies de qualification et le renforcement des pratiques, en mettant l'accent sur les paradigmes de valeur, les tâches authentiques et les problèmes de situation, indiquant, à la recherche de la nécessité de démarrer un dialogue générateur entre un dialogue générateur générateur entre la co-evalueate et la certification. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: ¿Tareas auténticas o pruebas de realidad?
Abstract: Cuando la evaluación tradicional ahora marca todos sus límites de enfoque en la reproducción del conocimiento (lo que sabe por qué se ha estudiado), con una siguiente discrepancia entre el rendimiento y las habilidades reales, la evaluación auténtica no solo muestra "lo que usted sabe", sino también "lo que puede hacer con lo que usted sabe" es, por lo tanto, es la construcción de la construcción del perfil de entrenamiento: tiene el conocimiento del conocimiento de la construcción de la construcción. Ausubel.La contribución examina las prácticas de evaluación basadas en tareas auténticas o pruebas de realidad, a partir de una consideración renovada del valor del aprendizaje, para promover procesos de evaluación discriminatoria para apoyar las rutas calificadas y el fortalecimiento de las prácticas, con un enfoque en paradigmas de valor, tareas auténticas y problemas en la situación, indicando, en la búsqueda de la necesidad de comenzar un diálogo generativo entre un diálogo generativo entre un diálogo generativo entre un diálogo generativo, un diálogo generativo de la certificación. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Tarefas autênticas ou testes de realidade?
Abstract: When the traditional evaluation now marks all its focus limits on the reproduction of knowledge (what you know why it has been studied), with a following discrepancy between performance and real skills, the authentic evaluation not only shows "what you know", but also "what you can do with what you know", is therefore fundamental for the construction of the training profile: it has the roots in the knowledge of the constructivism, with a particular meaning of constructivism and social in the significant learning of Ausubel.The contribution examines the evaluation practices based on authentic tasks or reality tests, starting from a renewed consideration of the value of learning, to promote discriminatory assessment processes to support qualifying paths and strengthening of practices, with a focus on value paradigms, authentic tasks and problems in situation, indicating, in search of the need to start a generative dialogue between a generative dialogue between co-evaluatives and certification standards. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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