1,720,986 research outputs found
Gli approcci autovalutativi in visione sistemica
No full textLa ricerca educativa va ad intensificarsi rispetto ai temi di efficacia scolastica e miglioramento, per favorire un dialogo sistemico che possa promuovere e generare la comparazione tra modello ideale e reale di scuola. L’esigenza di assumere una visione di sistema è determinata dalla necessità di comprendere il grado di connessione che sussiste tra gli esiti e i processi che li determinano. Affinché ciò sia realmente possibile, è indispensabile la costruzione di un’idea condivisa di qualità, questa, infatti, rappresenta l’humus che promuove e caratterizza gli approcci dell’autovalutazione (Castoldi, 2015). Questo saggio vuole rappresentare la cornice di riferimento, normativa e teorica, per un’indagine esplorativa che ha intenzione di indagare se e in che misura l’autovalutazione d’istituto venga percepita dalle scuole come occasione di riflessione e di crescita, o come mero strumento di controllo ministeriale.The educational research is intensifying about the issues of scholastic effectiveness and improvement, to favor a systemic dialogue that can promote and generate the comparison between the ideal and the real model of school. The need to take a system vision is determined by the need to understand the connection between the outcomes with the processes that determine them, with the resources used, with the contextual variables in which it is placed (Castoldi, 2015). This essay represents the theoretical and normative framework for an exploratory study that wants to verify if school self-evaluation is perceived as an opportunity of growth, or as a mere tool of ministerial tool
PLAYING KAHOOT! FOR FORMATIVE ASSESSMENT TO IMPROVE ACADEMIC DIDACTICS
No full textThis research paper focuses on the concept of formative assessment and on the significance that the assessment can have in academic didactics, in order to improve student’s performances. As explained by the specialist literature, formative assessment refers to a variety of methods and tools that teacher can use in-process evaluation to understand students’ learning needs and requirements with regard to their academic progress. At each level of education and / or vocational training, formative assessment practices help teachers detect notions that are hostile for students’ comprehension or to identify learning outcome they have not yet reached. Formative assessment permits teacher to reflect on his / her teaching practices so that corrections can be made to lectures or teaching materials, also imagining academic support and tutoring. Thus, the main objective of formative assessment is to collect precise information or data that can be useful to improve student learning while it is still happening, implementing changes to the planned course of lectures. The relevance of formative assessment in student learning is commonly known: it provides students the basic information for educational choices, for example on the learning method or on the time to spend studying. That being said, this exploratory research presents some result of a pilot study carried out in an academic course to understand the importance of formative assessment across higher education. In this study, teaching method has increased from a teacher-centered approach to blended learning approach, through the introduction of an online test called Kahoot! which take advantages of gamification model. As reported in the information available on the web bases platform, Kahoot! is a free game-based learning, indicative for formative assessment. It has considered to use the classic features of the game (prizes, rewards, competition, entertainment, socialization), which gratify participants motivating them to continue with the learning task, to verify how the information has been retained and learned, in order to improve teaching practice. Reflection on some characteristics of formative assessment could open a new debate on the theory, especially for academic practices. It is understood that there is the necessity for further theoretical improvement in relation to formative assessment, which needs to consider disciplinary specificity, context of application, target, methodologies and tools. Suggestions are made concerning research into formative assessment in higher education and how research can contribute to the improvement of academic didactics, and, consequently, the teaching / learning process
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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