Oltre la valutazione formativa: Costruzione e validazione della scala delle Strategie Valutative degli Insegnanti (StraVI)
DOI:
https://doi.org/10.7346/-fei-XXII-01-24_11Parole chiave:
valutazione per l’apprendimento, valutazione come apprendimento, valutazione sostenibile, strategie valutative, validazioneAbstract
Lo studio presenta il processo di costruzione e validazione della scala delle Strategie Valutative degli Insegnanti (StraVI), progettata per rilevare le strategie di valutazione di tipo formativo utilizzate dagli insegnanti di scuola primaria e secondaria per la valutazione in classe. Il campione di validazione è costituito da 1.545 docenti in servizio, distribuiti su tutto il territorio nazionale. La scala StraVI, sottoposta ad analisi fattoriale esplorativa e confermativa, mostra buone proprietà psicometriche e si articola nelle seguenti dimensioni: Strategie valutative orientate al miglioramento degli apprendimenti (S-AfL) e Strategie valutative orientate all’autoregolazione e alla sostenibilità dell’apprendimento (S-AaL). Questo strumento colma un vuoto nel panorama degli strumenti disponibili nel settore, poiché mette a fuoco le specificità delle diverse strategie di valutazione formativa, distinguendo tra strategie legate all’approccio di assessment for learning e strategie correlate all’approccio di assessment as learning, con una particolare attenzione anche al sustainable assessment.
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