The Future of Education
Giorgia Slaviero
Institution: University of Padua
Country: Italy
Giorgia Slaviero graduated in Primary Education Science from the University of Padua with a thesis entitled ‘Peer assessment practice in the classroom. An experiment in two primary school third classes'. She is a primary school teacher in Vicenza (VI).
He is currently doing his doctorate in Pedagogical, Educational and Training Sciences at the University of Padua, during which he is conducting studies on the assessment of learning in schools. In particular, she is working on the innovation of evaluation practices in order to support evaluation processes for learning through the use of feedback during students' learning journey.
Abstract PhD project:
In today's school context, assessment is a key element of students' learning path, even if it is still understood as summative and formative. As far as secondary schools are concerned, assessment is expressed through numerical grades (1 to 10) according to current legislation. Numerous studies have addressed the issue of possible assessment methods that can be used in the school context, demonstrating that grades, while seeming very clear and comprehensible to families, fail to fully express the learning processes that the student has developed. For this reason, numerous authors have proposed various alternatives to the numerical grade, so that assessment is a process that supports and sustains students' learning processes.
On the basis of these considerations by leading experts in the field of assessment, the present research project is developed in three main phases.
The first phase of the project is exploratory in nature. Through a systematic review of the literature, both at international and national level, the aim is to identify the characteristics that research reports on evaluation and the ways in which this process can be expressed (e.g. with numerical grades, feedback, self-evaluation, peer evaluation, etc.).
The second phase of the project involves the analysis of the evaluation practices reported by Italian schools. The construction of the representative sample of schools was carried out by distinction by region and, only for secondary schools, by type of school (e.g. ‘high school’, ‘technical institute’ etc.). Of the chosen schools, the PTOF (Three-Year Educational Offer Plan) and the RAV (Self-Assessment Report) were analysed to explore what vision of assessment is communicated to the school community and what methods are used by the school to carry out assessment, in itinere and final.
Finally, the third phase of the project is developed with a multiple case study involving the analysis of four schools, two of first grade and two of second grade, that have innovated their evaluation practices by replacing the numerical grade in itinere with written feedback.
He is currently doing his doctorate in Pedagogical, Educational and Training Sciences at the University of Padua, during which he is conducting studies on the assessment of learning in schools. In particular, she is working on the innovation of evaluation practices in order to support evaluation processes for learning through the use of feedback during students' learning journey.
Abstract PhD project:
In today's school context, assessment is a key element of students' learning path, even if it is still understood as summative and formative. As far as secondary schools are concerned, assessment is expressed through numerical grades (1 to 10) according to current legislation. Numerous studies have addressed the issue of possible assessment methods that can be used in the school context, demonstrating that grades, while seeming very clear and comprehensible to families, fail to fully express the learning processes that the student has developed. For this reason, numerous authors have proposed various alternatives to the numerical grade, so that assessment is a process that supports and sustains students' learning processes.
On the basis of these considerations by leading experts in the field of assessment, the present research project is developed in three main phases.
The first phase of the project is exploratory in nature. Through a systematic review of the literature, both at international and national level, the aim is to identify the characteristics that research reports on evaluation and the ways in which this process can be expressed (e.g. with numerical grades, feedback, self-evaluation, peer evaluation, etc.).
The second phase of the project involves the analysis of the evaluation practices reported by Italian schools. The construction of the representative sample of schools was carried out by distinction by region and, only for secondary schools, by type of school (e.g. ‘high school’, ‘technical institute’ etc.). Of the chosen schools, the PTOF (Three-Year Educational Offer Plan) and the RAV (Self-Assessment Report) were analysed to explore what vision of assessment is communicated to the school community and what methods are used by the school to carry out assessment, in itinere and final.
Finally, the third phase of the project is developed with a multiple case study involving the analysis of four schools, two of first grade and two of second grade, that have innovated their evaluation practices by replacing the numerical grade in itinere with written feedback.
