Formazione & insegnamento
ISSN: 2279-7505 | Published: 2023-04-30
This landing page is part of an alternate academic indexing and SEO initiative curated by Pensa MultiMedia and the Executive Editorial Office.
Main Article Landing Page: https://ojs.pensamultimedia.it/index.php/siref/article/view/5898
Full Text HTML (viewer): missing data
Full Text PDF (viewer): https://ojs.pensamultimedia.it/index.php/siref/article/view/5898/5406
Full Text HTML (file): missing data
Full Text PDF (file): https://ojs.pensamultimedia.it/index.php/siref/article/download/5898/5406
Full Text XML: missing data
Alternate URL: https://formazione-insegnamento.eu/2023-21/1/5898-the-portfolio-of-competencies-a-tool-to-support-learnin.html
Title: The portfolio of competencies, a tool to support learning and self-assessment processes: Opinions of students and teachers in a Vocational Training Centre
Abstract: The study investigates and explores the teaching and assessment methods employed at the Como Vocational Training Center to determine whether teachers implement strategies to support students during the process of self-assessment and portfolio compilation (using a self-assessment tool prepared by the Lombardy Region). The study aims to gather the opinions of both students and teachers on two aspects: (i) the extent to which formative assessment and its application by teachers are beneficial for students' self-assessment during the portfolio compilation process, and (ii) the perceived effectiveness of the portfolio in enhancing students' self-awareness and their own skills. The results obtained indicate that teachers still give less attention to strategies related to self-assessment and that the current portfolio does not adequately support the reflective and self-assessment dimensions of students as intended.
Keywords: Learning; Portfolio; Reflection; Self-Assessment; Self-Awareness
Title: Il portfolio delle competenze, uno strumento a supporto dei processi di apprendimento e di autovalutazione: Opinioni di studenti e docenti in un Centro di Formazione Professionale
Abstract: Lo studio indaga ed approfondisce i metodi di insegnamento e di valutazione all'interno del Centro di Formazione Professionale di Como per verificare se i docenti, durante il percorso formativo erogato, attuano strategie a supporto degli studenti durante i processi di autovalutazione e di stesura del portfolio, strumento autovalutativo predisposto da Regione Lombardia. Lo studio ha l'obiettivo di raccogliere le opinioni di studenti e docenti relativamente a due aspetti: (i) quanto la valutazione formativa e le modalità in cui i docenti la applicano siano utili all'autovalutazione degli studenti durante il processo di stesura del portfolio; (ii) il livello di efficacia percepito del portfolio delle competenze nell'incrementare negli studenti la consapevolezza di sé e delle proprie competenze. I risultati ottenuti hanno fatto rilevare che i docenti prestano ancora una minore attenzione alle strategie legate all'autovalutazione e che l'attuale portfolio adottato non supporta come dovrebbe le dimensioni riflessiva e autovalutativa degli studenti.
Keywords: Apprendimento; Autovalutazione; Consapevolezza di sè; Portfolio; Riflessione
Title: Le portefeuille de compétences, un outil pour soutenir les processus d'apprentissage et d'auto-évaluation: opinions des étudiants et des enseignants dans un centre de formation professionnelle
Abstract: L'étude étudie et approfondit les méthodes d'enseignement et d'évaluation au sein du centre de formation professionnelle du Como pour vérifier si les enseignants, pendant le cours de formation, ont mis en œuvre des stratégies pour soutenir les étudiants pendant les processus d'auto-évaluation et de rédaction du portefeuille, un outil auto-évaluatif préparé par la région de la Lombardie.L'étude vise à recueillir les opinions des élèves et des enseignants en relation avec deux aspects: (i) dans quelle mesure l'évaluation de la formation et les façons dont les enseignants l'appliquent sont utiles pour l'auto-évaluation des élèves pendant le processus de rédaction de portefeuille;(ii) Le niveau d'efficacité perçu du portefeuille de compétences en augmentant la sensibilisation des étudiants à soi-même et à leurs compétences.Les résultats obtenus ont révélé que les enseignants accordent toujours moins d'attention aux stratégies liées à l'auto-évaluation et que le portefeuille actuel adopté ne soutient pas comme les dimensions réfléchissantes et auto-évaluées des élèves. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Apprentissage;Auto-évaluation;Conscience de lui-même;Portefeuille;Réflexion
Title: La cartera de habilidades, una herramienta para apoyar el aprendizaje y los procesos de autoevaluación: opiniones de estudiantes y maestros en un centro de capacitación profesional
Abstract: El estudio investiga y profundiza los métodos de enseñanza y evaluación dentro del Centro de Capacitación Profesional de Como para verificar si los maestros, durante el curso de capacitación proporcionaban, implementan estrategias para apoyar a los estudiantes durante la autoevaluación y los procesos de redacción de la cartera, una herramienta autoensesiva preparada por la región de Lombardía.El estudio tiene como objetivo recopilar las opiniones de estudiantes y maestros en relación con dos aspectos: (i) cuánto la evaluación de la capacitación y las formas en que los maestros lo aplican son útiles para la autoevaluación de los estudiantes durante el proceso de redacción de cartera;(ii) El nivel de efectividad percibido de la cartera de habilidades para aumentar la conciencia de los estudiantes sobre uno mismo y sus habilidades.Los resultados obtenidos han revelado que los maestros aún prestan menos atención a las estrategias relacionadas con la autoevaluación y que la cartera actual adoptada no es compatible como las dimensiones reflexivas y autosuficientes de los estudiantes deberían hacerlo. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Aprendiendo;Autoevaluación;Conciencia de sí mismo;Cartera;Reflexión
Title: O portfólio de habilidades, uma ferramenta para apoiar processos de aprendizado e auto -avaliação: opiniões de estudantes e professores em um centro de treinamento profissional
Abstract: O estudo investiga e aprofunda os métodos de ensino e avaliação no Centro de Treinamento Profissional de Como para verificar se os professores, durante o curso de treinamento fornecidos, implementar estratégias para apoiar os alunos durante a auto -avaliação e os processos de redação do portfólio, uma ferramenta auto -avaliada preparada pela região da Lombardia.O estudo tem como objetivo coletar as opiniões de alunos e professores em relação a dois aspectos: (i) quanto a avaliação do treinamento e as maneiras pelas quais os professores o aplicam são úteis para a auto -avaliação dos alunos durante o processo de desenho de portfólio;(ii) o nível de eficácia percebido do portfólio de habilidades no aumento da conscientização dos alunos de si mesmo e de suas habilidades.Os resultados obtidos revelaram que os professores ainda prestam menos atenção às estratégias relacionadas à auto -avaliação e que o portfólio atual adotado não suporta como as dimensões reflexivas e auto -avaliadas dos alunos deveriam. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Aprendizado;Auto-avaliação;Consciência de si mesmo;Portfólio;Reflexão
Al-Hawamleh, M. S., Alazemi, A. F., & Al-Jamal, D. A. (2022). Digital portfolio and self-regulation in speaking tasks. Asian-Pacific Journal of Second and Foreign Language Education, 7(1), 1–19. https://doi.org/10.1186/s40862-022-00141-w
Arntfield, S., Parlett, B., Meston, C. N., Apramian, T., & Lingard, L. (2015). A model of engagement in reflective writing-based portfolios: Interactions between points of vulnerability and acts of adaptability. Medical Teacher, 38, 1–12. https://doi.org/10.3109/0142159X.2015.1009426
Black, P., & Wiliam, D. (2006). Developing a theory of formative assessment. In J. Gardner (Ed.), Assessment and learning (pp. 81-100). London: Sage. https://doi.org/10.1007/s11092-008-9068-5
Bocchi, G., & Ceruti, M. (2004). Educazione e globalizzazione. Milano: Raffaello Cortina.
Bonaiuti, G. (2014). Le strategie didattiche. Roma: Carrocci.
Boud, D. (2000). Sustainable assessment: rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151–167. https://doi.org/10.1080/713695728
Briggs, J. (2003). Teaching for quality learning at university. Buckingham, UK: SRHE and Open University Press.
Comoglio, M. (2002). Il Portfolio: strumento di valutazione autentica. Orientamenti Pedagogici, 49(1), 93–112.
Comoglio, M. (2003). Insegnare e apprendere con il portfolio. Milano: Fabbri.
Coryell, J. E. (2017). Adult learning in study abroad. In S. C. O. Conceição, L. G. Martin, & A. B. Knox (Eds.) International compendium of adult and continuing education: Mapping the adult and continuing education field (187–190). Sterling, VA: Stylus.
Council of the European Union. (2018). Council Recommendation of 22 May 2018 on key competences for lifelong learning (Text with EEA relevance.) (ST/9009/2018/INIT). Official Journal of the European Union, 2018(189), 1–13. Retrieved Decemeber 30, 2022, from https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv:OJ.C_.2018.189.01.0001.01.ENG
Davis, M. H., & Ponnamperuma, G. G. (2005). Portfolio assessment. Journal of Veterinary Medical Education, 32(3), 279–284. https://doi.org/10.3138/jvme.32.3.279
European Parliament & Council of the European Union. (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning (2006/962/CE). Official Journal of the European Union, 2006(L 394), 10–18. Retrieved December 30, 2022, from http://data.europa.eu/eli/reco/2006/962/oj
Fabbri, V. (2019). Differenziare per includere. L'e-porfolio come strumento di autovalutazione e autoregolazione dell'apprendimento. Topologik, 25(2), 203–214. Retrieved December 30, 2022, from https://www.topologik.net/Viviana_Fabbri_Issue_25.pdf
Galliani, L. (2011). Valutazione delle competenze e sviluppi professionali. In E. Felisatti & C. Mazzuzzo (Eds.), Le competenze verso il mondo del lavoro (pp. 79–88). Lecce: Pensa MultiMedia.
Grion, V., & Serbati, A. (2019). Valutazione sostenibile e feedback nei contesti universitari. Lecce: PensaMultiMedia.
Karunanayaka, S. P., & Naidu, S. (2021). Impacts of authentic assessment on the development of graduate attributes. Distance Education, 42(2), 231–252. https://doi.org/10.1080/01587919.2021.1920206
Lam, R. (2022). Understanding the Usefulness of E-Portfolios: Linking Artefacts, Reflection, and Validation. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2022-0052
Mariani, L. (2013). Il ruolo dell'autovalutazione come competenza da costruire. Lingua e nuova didattica, 42(2),1–12.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide. John Wiley & Sons.
Moon, J. (1999). Learning Journals: A Handbook for Academics, Students and Professional development. London: Kogan Page.
Nguyen, M. B. (2021). Portfolio Assessment as a Tool for promoting reflection in Teacher Education: A Literature Review. VNU Journal of Foreign Studies, 37(4). https://doi.org/10.25073/2525-2445/vnufs.4751
Paris, S. G., Ayres, L. R. (1994). Becoming reflective students and teachers with portfolios and authentic assessment. American Psychological Association. https://doi.org/10.1037/10158-000
Pavan, A. (2005). Cultura della formazione e politiche dell'apprendimento. Roma: Armando Editore.
Pellerey, M. (2004). Le competenze individuali e il portfolio. Firenze: La Nuova Italia.
Pennbrant, S., Nunstedt, H., & Bernhardsson, L. (2019). Learning Through Reflection: The Portfolio Method as a Tool to Promote Work-Integrated Learning in Higher Education. In 13th International Technology, Education and Development Conference (pp. 729–739). The International Academy of Technology, Education and Development. https://www.diva-portal.org/smash/get/diva2:1302944/FULLTEXT01.pdf
Rondanini, L. (2007). Valutazione formativa e portfolio. Napoli: Tecnodid.
Rossi, P. G., Giannandrea, L., & Magnoler, P. (2011). Portfolio e riflessione. Education Sciences & Society, 2(2), 192–195.
Schultz, M., Young, K., K. Gunning, T., & Harvey, M. L. (2022). Defining and measuring authentic assessment: a case study in the context of tertiary science. Assessment & Evaluation in Higher Education, 47(1), 77–94. https://doi.org/10.1080/02602938.2021.1887811
Schön, D. A. (1993). Il Professionista riflessivo: Per una nuova epistemologia della pratica professionale. Bari: Dedalo
Serbati, A. (2014). La terza missione dell'Università. Lecce: Pensa MultiMedia.
Tino, C., & Grion, V. (2018). Lo sviluppo delle soft skill in Alternanza Scuola-Lavoro: punti di vista degli studenti italiani. Ricerche di Pedagogia e Didattica, 13(1), 121–149. Retrieved December 30, 2022, from https://rpd.unibo.it/article/download/7740/8004/25977
Tino, C., & Stefanini, A. (2021). Un modello di didattica universitaria sincrona: percezioni di studenti/esse. Form@re, 21(1), 172–187. https://doi.org/10.36253/form-10173
Varisco, B. M. (2004). Portfolio. Valutare gli apprendimenti e le competenze. Roma: Carocci.
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. John Wiley & Sons.
Yin, R. K. (1984). Case Study Research: Design and Methods. Beverly Hills, CA: Sage Publications.