Although higher education showed a growing tendency to bring students at the centre of the learning processes (Pastore, 2015) and although traditional testing methods do not fix the lifelong learning goals (Dochy & Moerkerke, 1997), in Italy assessments practices represent acts almost exclusively in the teacher’s hands (Coggi, 2005), inspired by a ‘traditional’ approach (Grion, 2016). In this research, self-assessment is considered the key to renew the assessment practices. The research, through a content’s analysis of the syllabus and a questionnaire administered to students, aims to verify if SSA is promoted at the DICAM (Department of Environmental, Mechanical, and Civil engineering, at the University of Trento), and which testing methods are used.

ANALYSIS OF SYLLABUS CONTENT: A RESEARCH AT THE UNIVERSITY OF TRENTO

VALENTINA pagani
2019

Abstract

Although higher education showed a growing tendency to bring students at the centre of the learning processes (Pastore, 2015) and although traditional testing methods do not fix the lifelong learning goals (Dochy & Moerkerke, 1997), in Italy assessments practices represent acts almost exclusively in the teacher’s hands (Coggi, 2005), inspired by a ‘traditional’ approach (Grion, 2016). In this research, self-assessment is considered the key to renew the assessment practices. The research, through a content’s analysis of the syllabus and a questionnaire administered to students, aims to verify if SSA is promoted at the DICAM (Department of Environmental, Mechanical, and Civil engineering, at the University of Trento), and which testing methods are used.
International Congress on Education & Learning
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10278/3717392
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