Formazione & insegnamento
ISSN: 2279-7505 | Published: 2014-09-30
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Title: Formative assessment, educational mediation and regulation of learning
Abstract: Based on the framework of new assessment (Boyle & Charles, 2010; Shepard, 2009; Black & Wiliam, 2009) and assessment for learning movements (Earl, 2003; ARG, 2002), this paper is aimed reflect on how make formative assessment happen in the classroom context. Starting from the recognition of classroom assessment importance, actions and strategies for formative assessment are presented as modalities of didactic mediation and learning regulation. The theoretical reflection is underpinned by empirical evidence collected during a case study on good practices of formative assessment realized at Lab School of UCLA in 2011- 2012. Using non-participant observations and videos the authors try to identify didactics actions for formative assessment.
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Title: Formative assessment, mediazione didattica e regolazione dell'apprendimento
Abstract: Sullo sfondo degli studi originatisi nell'alveo del movimento internazionale del new assessment (Boyle & Charles, 2010; Shepard, 2009; Black & Wiliam, 2009) e dell'assessment for learning (Earl, 2003; ARG, 2002), il presente contributoprova a riflettere sulle modalità in cui può declinarsi, all'interno delcontesto classe, un processo valutativo che sia di sostegno all'apprendimento. A partire dal riconoscimento dell'importanza del classroom assessment si identificano così gli elementi (azioni e strategie) che possono contribuire a porre questa valutazione quale modalità di mediazione didattica e regolazione dell'apprendimento. La riflessione teorica è puntellata da alcune evidenze empiriche ricavate da uno studio di caso sulle buone pratiche di formative assesment condotto, tra il 2011 e il 2012, presso la scuola laboratorio del campus di UCLA. Attraverso l'osservazione nonpartecipante e la videoregistrazione di due insegnanti sono state analizzate e individuate, rispetto alla letteratura di settore, le azioni didattiche che scandiscono il formative assessment.
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Title: Évaluation de la formation, médiation didactique et réglementation
Abstract: Dans le contexte des études provenant du lit de la rivière du mouvement international de la nouvelle évaluation (Boyle & amp; Charles, 2010; Shepard, 2009; Black & amp; Wiliam, 2009) et du conseiller de l'apprentissage (Earl, 2003; Arg, 2002), ce qui contribue à l'apprentissage.À partir de la reconnaissance de l'importance de l'évaluation en classe, les éléments (actions et stratégies) sont ainsi identifiés qui peuvent contribuer à mettre cette évaluation comme méthode de médiation enseignante et de réglementation d'apprentissage.La réflexion théorique est parsemée de preuves empiriques obtenues à partir d'un studio de cas sur de bonnes pratiques de formation menées, entre 2011 et 2012, à l'école de laboratoire du campus de l'UCLA.Grâce à l'observation non protégée et à l'enregistrement vidéo de deux enseignants a été analysé et identifié, par rapport à la littérature sectorielle, les actions d'enseignement qui marquent l'évaluation de la formation. (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: Evaluación de capacitación, mediación didáctica y regulación de aprendizaje
Abstract: En el contexto de los estudios que se originan en el lecho del río del movimiento internacional de la nueva evaluación (Boyle & amp; Charles, 2010; Shepard, 2009; Black & amp; Wiliam, 2009) y del concejal para el aprendizaje (Earl, 2003; Arg, 2002), esto contribuye a reflexionar sobre las formas en que puede declinar, dentro de la clase, un proceso de evaluación que está respaldado por el aprendizaje.A partir del reconocimiento de la importancia de la evaluación del aula, se identifican los elementos (acciones y estrategias) que pueden contribuir a poner esta evaluación como un método para enseñar la mediación y la regulación de aprendizaje.La reflexión teórica está salpicada de alguna evidencia empírica obtenida de un estudio de casos sobre buenas prácticas de capacitación realizadas, entre 2011 y 2012, en la Escuela de Laboratorio del Campus de UCLA.A través de la observación impotectiva y la grabación de video de dos maestros han sido analizados e identificados, en comparación con la literatura del sector, las acciones de enseñanza que marcan la evaluación de la capacitación. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Avaliação de treinamento, mediação didática e regulamentação de aprendizagem
Abstract: Contra os antecedentes dos estudos originários do leito do rio do movimento internacional da nova avaliação (Boyle, Charles, 2010; Shepard, 2009; Black & Wiliam, 2009) e do conselheiro para o aprendizado (Earl, 2003; Arg, 2002), essa contribuição para refletir sobre as maneiras pelas quais ele pode diminuir.A partir do reconhecimento da importância da avaliação da sala de aula, são identificados os elementos (ações e estratégias), que podem contribuir para colocar essa avaliação como um método de ensino de mediação e regulamentação de aprendizagem.A reflexão teórica é pontilhada com algumas evidências empíricas obtidas de um estúdio de caso sobre boas práticas de treinamento realizadas, entre 2011 e 2012, na Escola de Laboratório da UCLA no campus.Através da observação desprotetora e da gravação em vídeo de dois professores, foram analisados e identificados, em comparação com a literatura setorial, as ações de ensino que marcam a avaliação do treinamento. (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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