Special Issue

Year XII, May 2019

Published: 2019-05-08

Full Issue

PDF (Italiano)

INDEX

Indice Indice

Editorial Staff

1-8
- PDF (Italiano)

Editorial

Peer feedback and technology-enhanced assessment as critical issues to foster student learning

9-14
- PDF (Italiano)

Studies

Assessment and evaluation at University: reflections from the past and future perspectives

Ettore Felisatti

15-28
- PDF (Italiano)
Which assessment for learning? Towards the promotion of an assessment identity

Debora Aquario

29-44
- PDF (Italiano)
Assessment as a locus for engagement: priorities and practicalities

Kay Sambell, Sally Brown, Phil Race

45-62
- PDF
ENGAGE Students in formative peer assessment to support learning

Lan Li

63-70
- PDF
Reconceptualising feedback as an internal not an external process

David Nicol

71-84
- PDF
Peer feedback as assessment practice in doctoral programs: a systematic review of empirical research

Massimo Marcuccio, Liliana Silva

85-100
- PDF
Technology and assessment: bio-bibliography of an integrated story

Luciano Galliani

101-114
- PDF (Italiano)

Researches

Peer feedback features and evaluative judgment in a blended university course

Anna Serbati, Valentina Grion, Marinella Fanti

115-138
- PDF (Italiano)
The collaborative peer-feedback for the continuous improvement of products

Donatella Cesareni, Nadia Sansone

139-156
- PDF (Italiano)
Individual versus group peer feedback: an empirical study on perceived usefulness in a higher education course on evaluation

Elisa Truffelli, Alessandra Rosa

157-176
- PDF (Italiano)
Validity and reliability of peer-grading in in-service teacher training

Laura Carlotta Foschi, Graziano Cecchinato

177-194
- PDF
Assessment and peer feedback in school contexts: a case-study carried out by GRiFoVA group

Emilia Restiglian, Valentina Grion

195-222
- PDF (Italiano)
Self-assessment tools for strategic learning and vocational skills

Massimo Margottini, Francesca Rossi

223-240
- PDF (Italiano)
Dynamic concept maps to support e-learning and evaluation processes

Antonio Marzano, Sergio Miranda

241-256
- PDF
Student Response Systems as a successful tool for formative assessment: students’ perceptions in a university pilot study

Corrado Petrucco

257-266
- PDF
Forums and wikis as tools for online collaborative learning: a comparative study

Michele Biasutti

267-290
- PDF (Italiano)

Experience

Assessment as learning in higher education. Promoting active learning in large classes through educational technologies

Alessia Bevilacqua

291-298
- PDF (Italiano)