Studies on teachers’ conceptions of assessment stress the importance of considering and acting on this dimension in initial and continuing teacher education related to assessment issues. With regard to pre-service teachers in particular, the influence of prior school experiences on the development of “naïve” and largely implicit pre-conceptions that may hinder the acquisition of adequate assessment skills has been highlighted. Based on these premises, the paper presents the design and main findings of an empirical research carried out in the PF24 provided by the University of Bologna and aimed at exploring the “profile” of the conceptions about assessment of the aspiring secondary school teachers attending the training course, also analyzing them in relation to certain variables concerning their experiences of school assessment. The research was initiated in academic year 2020/21 and continued in academic year 2021/22, involving a total of 461 students. In both years, data were collected through an online questionnaire administered at the beginning of training. The results offer interesting suggestions for the design of initial teacher education programmes aimed at linking the acquisition of docimological knowledge and skills, practical field experience, and reflection on conceptions of assessment related to personal and professional experiences.

Gli studi sulle concezioni degli insegnanti relative all’assessment evidenziano l’importanza di considerare e agire su tale dimensione nei percorsi di formazione iniziale e continua inerenti ai temi della valutazione. Per quanto concerne in particolare i docenti pre-service, è stata messa in luce l’influenza delle esperienze scolastiche pregresse sulla formazione di pre-concezioni “ingenue” e largamente implicite che possono frapporsi all’acquisizione di adeguate competenze valutative. Sulla base di tali premesse, il contributo presenta il disegno e i principali esiti di una ricerca empirica svolta nell’ambito del PF24 attivato dall’Università di Bologna e finalizzata a rilevare il “profilo” delle concezioni sull’assessment degli aspiranti insegnanti di scuola secondaria iscritti al percorso, analizzandole inoltre in relazione ad alcune variabili inerenti a esperienze e vissuti in tema di valutazione scolastica. La ricerca è stata avviata nell’a.a. 2020/21 ed è proseguita nell’a.a. 2021/22, coinvolgendo un totale di 461 studenti. In entrambi gli anni, i dati sono stati raccolti tramite un questionario online somministrato all’inizio del percorso formativo. I risultati emersi offrono interessanti spunti per la progettazione di percorsi di formazione iniziale che mettano in relazione l’acquisizione di conoscenze e abilità docimologiche, l’esperienza pratica sul campo e la riflessione sulle concezioni valutative legate ai vissuti personali e professionali.

Andrea Ciani, Alessandra Rosa (2022). Promuovere consapevolezza per favorire il cambiamento: una ricerca empirica sulle concezioni valutative dei futuri insegnanti di scuola secondaria = Promoting awareness to foster change: empirical research on prospective secondary school teachers’ conceptions of assessment. Lecce : Pensa MultiMedia.

Promuovere consapevolezza per favorire il cambiamento: una ricerca empirica sulle concezioni valutative dei futuri insegnanti di scuola secondaria = Promoting awareness to foster change: empirical research on prospective secondary school teachers’ conceptions of assessment

Andrea Ciani;Alessandra Rosa
2022

Abstract

Studies on teachers’ conceptions of assessment stress the importance of considering and acting on this dimension in initial and continuing teacher education related to assessment issues. With regard to pre-service teachers in particular, the influence of prior school experiences on the development of “naïve” and largely implicit pre-conceptions that may hinder the acquisition of adequate assessment skills has been highlighted. Based on these premises, the paper presents the design and main findings of an empirical research carried out in the PF24 provided by the University of Bologna and aimed at exploring the “profile” of the conceptions about assessment of the aspiring secondary school teachers attending the training course, also analyzing them in relation to certain variables concerning their experiences of school assessment. The research was initiated in academic year 2020/21 and continued in academic year 2021/22, involving a total of 461 students. In both years, data were collected through an online questionnaire administered at the beginning of training. The results offer interesting suggestions for the design of initial teacher education programmes aimed at linking the acquisition of docimological knowledge and skills, practical field experience, and reflection on conceptions of assessment related to personal and professional experiences.
2022
Ricerca didattica e formazione insegnanti per lo sviluppo delle Soft Skills
633
646
Andrea Ciani, Alessandra Rosa (2022). Promuovere consapevolezza per favorire il cambiamento: una ricerca empirica sulle concezioni valutative dei futuri insegnanti di scuola secondaria = Promoting awareness to foster change: empirical research on prospective secondary school teachers’ conceptions of assessment. Lecce : Pensa MultiMedia.
Andrea Ciani; Alessandra Rosa
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/914165
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