Peer assessment, in any form it is expressed, involves students in their learning development, not only academically but also cognitively and emotionally (Vickerman, 2009). The present contribution aims to illustrate the first results of a pilot activity carried out in a university context to investigate the peer-assessment process among students in teacher training. The goal is to analyse the effectiveness of these processes in supporting them in the development of transversal skills and particularly to examine the usefulness of peer review in terms of self-reflection and self-assessment on the tasks performed. The experience was undertaken within the workshop of educational measurement at the Faculty of Primary Education - University of Modena and Reggio Emilia and 46 students enrolled in the fourth academic year attended. During the first two lessons, the students were asked to work in pairs on the realization of an authentic task and the relative evaluation rubric. to realize an authentic task and the related evaluation rubric. The focus of the third meeting was on the peer review of the works and the related discussion on the feedback given by colleagues. Educational activities, learning and assessment tools, and the online platform to review and share feedback are described.
La valutazione tra pari, in qualsiasi forma essa sia espressa, coinvolge gli studenti nello sviluppo del proprio apprendimento, non solo dal punto di vista accademico ma anche cognitivo ed emotivo (Vickerman, 2009). Il presente contributo intende illustrare i primi risultati di uno studio pilota condotto in ambito universitario atto ad indagare il processo di peer-assessment tra studenti, ed in particolare tra futuri insegnanti in formazione, al fine di analizzare quanto questi processi possano sostenerli nello sviluppo di competenze trasversali ed in particolare esaminare l’utilità della peer review in termini di autoriflessione e autovalutazione sui compiti svolti. L’esperienza è stata condotta in seno al laboratorio curricolare dell’insegnamento di Docimologia della Facoltà di Scienze della Formazione Primaria presso l’Università di Modena e Reggio Emilia e ha visto la partecipazione di 46 studenti iscritti al quarto anno. Gli allievi sono stati chiamati, durante i primi due incontri, a lavorare in coppia alla realizzazione di un compito autentico e alla relativa rubrica di valutazione. Il terzo appuntamento è stato dedicato alla peer review e alla discussion sui feedback ricevuti dai colleghi. Vengono descritte le attività didattiche, gli strumenti di apprendimento e valutazione, e la piattaforma impiegata per effettuare le reviews e scambiare feedback.
Valente, M. (2022). Sperimentare la valutazione tra pari in contesto universitario: uno studio pilota con futuri insegnati in formazione.. In Ricerca didattica e formazione insegnanti per lo sviluppo delle Soft Skills. Pensa MultiMedia srl.
Sperimentare la valutazione tra pari in contesto universitario: uno studio pilota con futuri insegnati in formazione.
Mara Valente
2022-01-01
Abstract
Peer assessment, in any form it is expressed, involves students in their learning development, not only academically but also cognitively and emotionally (Vickerman, 2009). The present contribution aims to illustrate the first results of a pilot activity carried out in a university context to investigate the peer-assessment process among students in teacher training. The goal is to analyse the effectiveness of these processes in supporting them in the development of transversal skills and particularly to examine the usefulness of peer review in terms of self-reflection and self-assessment on the tasks performed. The experience was undertaken within the workshop of educational measurement at the Faculty of Primary Education - University of Modena and Reggio Emilia and 46 students enrolled in the fourth academic year attended. During the first two lessons, the students were asked to work in pairs on the realization of an authentic task and the relative evaluation rubric. to realize an authentic task and the related evaluation rubric. The focus of the third meeting was on the peer review of the works and the related discussion on the feedback given by colleagues. Educational activities, learning and assessment tools, and the online platform to review and share feedback are described.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
