Nadia Sansone, Ilaria Bortolotti, Manuela Fabbri Collaborative peer-feedback practices in hybrid learning environments
Andrea Tarantino, Ezio Del Gottardo, Salvatore Patera Assess the experiential training. The “sentirsi in alto mare” case
Irene Dora Maria Scierri, Davide Capperucci Assessment to promote lifelong learning: The relation between formative assessment and self-regulated learning
Maila Pentucci, Annalina Sarra, Chiara Laici Feedback to align teacher and student in a Digital Learning Ecosystem
Giuseppe C. Pillera Teacher feedback and peer reviewing on research design assignments: Empirical evidence from an online experimental pedagogy course
Francesco Claudio Ugolini Concepts of Open Education and instances of equity. Pedagogical issues and approaches to assessment
Noemi Del Bianco, Laurel Grigg Mason Specific Learning Disorders in Higher Education: The University of Arizona case study
Stefano Bonometti Start a community of practice through Action Learning: nurse manager to support the changing care practices
Ignacio Pais A possible dialogue between Accessibility and Assessment in university context. Considerations from a case study
Salvatore Patera, Ezio Del Gottardo Towards a model of evaluation, validation and maintenance of competences acquired in a non-formal context. The case of Improteatro, Scuola Nazionale di Improvvisazione Teatrale
Simone Aparecida Capellini, Isabela Pires Metzner, Noemi Del Bianco, Ilaria D'Angelo, Aldo Caldarelli, Catia Giaconi Perceptual-visual-motor measures, reading and properties of eye movements of students with attention deficit hyperactivity disorder
Debora Aquario Through the lens of justice. A systematic review on equity and fairness in learning assessment
Gigliola Paviotti, Ilaria D'Angelo, Simone Aparecida Capellini, Catia Giaconi Inclusion in university contexts and the role of internships in the education of students with disabilities: Critical issues, perspectives and good practices
Raffaella Biagioli, Michela Baldini, Maria Grazia Proli Distance learning for headmasters: Designing inclusive school policies for young people
Gennaro Balzano Technological trends, transformations, and new learning models: The San Francisco Bay Area case
Francesca Gratani Towards Assessment as Learning: Findings from online courses for secondary school teachers
Lívia Gomes Véras Farias, Augusto César Leal da Silva Leonel, Danyel Elias da Cruz Pérez, Fábio Barbosa de Souza, Thayane Keyla de Souza Gomes, Elaine Judite de Amorim Carvalho Team-Based Learning in oral pathology teaching: Analysis of students’ perception and impact on academic performance
Federica Pelizzari, Maria Cristina Garbui, Pier Cesare Rivoltella Designing embedded assessment in Higher Education workshops: A pilot study with pre-service teachers
Roberta Piazza, Simona Rizzari Bridging the gap between academic learning and workplace learning to foster youth employment. A research project on supporting the competent mentoring in apprenticeship
Andrea Tinterri, Maka Eradze, Anna Dipace, Martina Fava Re-organization of assessment during the educational emergency in primary and secondary teaching: an Italian case
Francesca Gratani, Lorenza Maria Capolla, Lorella Giannandrea, Pier Giuseppe Rossi Rethinking assessment practices in schools. A research-training pathway to foster assessment as learning
Rosita Deluigi, Ilenia Marino Situational learning: Participatory university didactics in dialogue with the integrated education and training system 0-6
Valeria Rossini, Francesco Pizzolorusso Quality of inclusion and cooperative learning. An Action Research in an Apulian high school
Francesco Bearzi, Andrea Tarantino Co-evaluation processes and agentic equity in the transformative pandemic and post-pandemic education
Nicolina Bosco, Carlo Orefice, Loretta Fabbri, Mario Giampaolo Fostering interculturally responsive educators for a sustainable society
Rosa Sgambelluri IEvaluate in the didactic field. From the Personalization of the Curriculum to a Universal Design
Francesco Bearzi, Andrea Tarantino The breakout of the war in the semiosphere of Italian adolescents: A focus group
Glenda Galeotti, Francesco De Maria, Giovanna Del Gobbo Education research in front of migration challenge: Learning potential and life plan of Ivorian youth
Nadia Sansone, Ilaria Bortolotti, Manuela Fabbri Peer-assessment and teachers’ training: Tips and impacts
Franco Bochicchio, Valentina Pennazio, Samantha Armani, Sissi Pisano Relationships between evaluation and self-direction, and reflections on university learning
Teresa Grange , Salvatore Patera Formative evaluation to support the development of the deep dimension of acting with competence. A case study
Barbara Bruschi, Manuela Repetto, Melania Talarico Gamified learning in higher education: A model of participative assessment
Umberto Zona, Martina De Castro Learning Analytics as a tool in academic learning contexts: Possible impacts on social inclusion
Valentina Grion, Anna Serbati, Beatrice Doria, David Nicol Rethinking feedback: The role of comparison in assessment for learning processes
Laura Fedeli, Luca Girotti Testing for the future: A workshop hands-on experience for training in formative assessment
Delio De Martino, Andrea Tinterri, Anna Dipace “Mentimeter” and assessment: A pilot-study with a gamified approach
Michele Aurelio, Stefania Cecchi, Mirca Montanari, Andrea Primavera The contribution of technologies to the inclusion of the student whit a visual disability: the "smart stick for blind people
Giuseppa Cappuccio, Giuseppa Compagno Evaluation and feedback: Evaluative competence as a communicative competence. A research with secondary school teachers
Antonio Marzano, Sergio Miranda, Roberto Trinchero Deep Understanding. Control of student understanding in university during distance and face-to-face learning