The didactic action between individualisation, personalisation, and evaluation: A case study
DOI:
https://doi.org/10.7346/-fei-XXI-02-23_10Keywords:
Individualized instruction, Personalized learning, Differentiation for inclusion, Teaching strategies, Case studyAbstract
Scientific literature suggests that individualisation and personalisation can improve students’ learning, increase their involvement and motivation in learning, and improve relationships between teachers and students. A number of studies have been carried out on teacher training in assessment, which is a very important topic for both initial and in-service teacher training, as their work has a significant impact on the education of young people and on education in general. Through this research it has been possible to observe how methods of individualisation and personalisation have moved beyond the boundaries of theory and become tools used by primary school teachers on a daily basis. Although it has not been possible to establish whether the adoption of these methods by teachers is intentional or not, the results obtained can be used to interpret how individualisation and personalisation, which are quite different in theory, are used flexibly in classroom practice.
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