RISULTATI RICERCA

The current socio-cultural context calls for a rethinking of teaching and assessment practices to turn assessment into a continuous and pervasive process that takes into account not only the final outcome but also the processes and reflections that led the student to achieve that result, with a view to continuous improvement. The main shift from the past is achieved with the adoption of the ‘assessment as learning’ paradigm, in which the student becomes an active player in the assessment and meta-reflection processes. Assessment is no longer perceived as a mere bureaucratic fulfillment of the teacher, but as a shared tool between students and teachers to build the learning path together, co-define goals, and make explicit expectations and critical issues. The design of authentic, open-ended, challenging tasks and the co-design and sharing of assessment rubrics, useful not only to ensure objectivity but also to guide the student in carrying out the task and implementing self-assessment, gains centrality. This paper describes a research-training pathway on assessment, conducted in 2022 and aimed at primary and secondary school teachers in the Marche Region, in Italy. The experience allowed teachers to approach the assessment as learning processes and to practice them in their own classrooms. The analysis of the data, collected through quantitative and qualitative tools and related to lower secondary school teachers, shows an increased focus on student activation in assessment dynamics and an increased awareness of the relevance of self-assessment processes. We also gained valuable feedback useful in guiding future research perspectives to improve the proposal’s sustainability.

I rapporti tra valutazione ed autodirezione meritano una rinnovata attenzione anche in considerazione dell’utilizzo crescente delle tecnologie in qualunque contesto educativo-formativo formale, non formale e informale. A partire da tale evidenza lo studio si interroga sui riflessi di tale rapporto con specifico riferimento alla didattica universitaria, che chiama in causa una pluralità di attori sociali. Un processo che la pandemia ha sollecitato in modo spontaneo a causa della situazione emergenziale, e che oggi merita di essere analizzato e valorizzato negli aspetti capaci di determinare vantaggi nel processo dell’insegnare e dell’apprendere sul duplice piano dell’autonomia degli studenti, della loro partecipazione attiva e della co-responsabilità nel conseguimento dei risultati attesi

Le nuove concezioni di assessment come assessment as learning e di attivazione cognitive stanno modificando le pratiche dell’intero processo di apprendimento. Nuovi strumenti digitali si stanno inserendo nelle classi virtuali e in presenza, consentendo agli studenti e ai docenti nuove strade all’interazione e allo scambio di feedback. Test a risposta multipla, attraverso app come Mentimeter, sono sempre più comuni sia tra gli insegnanti di scuola che di università. Attraverso Mentimeter l’insegnante può creare opportunità di valutazione formante e attivazione cognitiva con un approccio gamificato. Un ulteriore passo è l’inclusione degli studenti nella creazione delle domande, che consente loro di partecipare attivamente in tutte le fasi dell’attività. Questo contributo descrive una sperimentazione in corso presso l’università di Foggia e L’università di Reggio Emilia, dove nel corso del’anno accademico 2021-2022 l’uso sistematico di Mentimeter all’inizio del corso ha mostrato promettenti risultati e un maggiore convolgimento favorendo un approccio innovativo al feedback.

Il contributo verte su un modello valutativo impiegato in un insegnamento universitario rivolto a studenti e studentesse del triennio di Scienze dell’Educazione. Il modello, che si basa su una didattica gamificata, è teso a coinvolgere maggiormente gli studenti nelle attività dell’insegnamento e li sprona a riflettere maggiormente sui propri processi di apprendimento. La specificità di tale modello è data non soltanto dalle modalità con le quali è stato applicato, ma anche dal processo di costruzione dello stesso, cui hanno contribuito gli stessi studenti definendone i criteri e migliorandolo edizione dopo edizione

L’apprendimento in situazione, mediato da esperienze di partecipazione e dinamiche di gruppo cooperativo, sollecita la didattica universitaria ad una revisione delle forme con cui declinarsi. La scelta delle modalità d’interazione, di costruzione di saperi condivisi, di riflessione sulle competenze portate da ogni soggetto in formazione e degli strumenti di feedback diventa essenziale per una progettazione che accolga i contesti con cui s’interfaccia. Il paper presenta una prima analisi di un percorso formativo condotto tra Università e servizi 0-6 in cui la sostenibilità della didattica in ricerca, a fronte dei ritmi di lavoro dell’educare, costituisce una riflessione rilevante di cui farsi testimoni. Attraverso alcuni snodi significativi dei feedback sul processo di apprendimento immaginato, attuato e in itinere, sarà restituita parte dell’architettura riflessiva che connota pratiche problematizzanti in sviluppo in cui l’engagement dei partecipanti diventa parte costitutiva dell’esperienza.

Assessment is one of the most controversial and difficult topics to deal with in the context of Higher Education. The following contribution aims to present the proposal of Embedded Assessment within the Didactics workshops included in the Degree Course in Primary Education, which are configured as a mediating activity between Courses and Apprenticeship. Starting from the framework of Pellerey’s (2004) trifocal perspective, the trajectories of observation and monitoring of the workshop have been rethought based on the triangulated system of objective, subjective and intersubjective dimensions of assessment. From this point of view, our assessment shows the objectives to be achieved and suggests which strategies and operational proposals to put in place to enable students to orchestrate a series of skills and competences and knowledge necessary for the achievement of the envisaged objectives. When this formative focus translates into the constant effort to turn every teaching activity into an opportunity for assessment, we enter the logic of assessment as learning.

Scopo di questo lavoro è analizzare se e come varia nel tempo l’atteggiamento della popolazione nei confronti della violenza che si esprime nelle guerre, negli atti terroristici, negli omicidi, nei sequestri di persona, ecc. È stata fatta un’indagine in tre steps nel periodo che va dal 1983 al 2019 attraverso la misura degli atteggiamenti valutati con la tecnica del differenziale semantico di Osgood. I risultati di tutte e tre le ricerche hanno evidenziato un atteggiamento negativo dei nostri campioni nei confronti dei fatti violenti, ma col passare degli anni i punteggi tendevano ad attenuarsi indicando un calo progressivo del rifiuto della violenza e dimostrando una certa assuefazione alla violenza stessa, come se a poco a poco la gente si fosse abituata ad essa.

To achieve the objectives in the Agenda 2030, the active participation of young people is crucial, as they will be the protagonists of the scenario that will emerge at the local and global levels. In order to support young people’s active participation in these issues, it is necessary to understand what dimensions can influence their decision to start and continue participation and also to increase the level of participation. The research presented here is part of the EU project Mindchangers: Regions and Youth for Planet and People and is aimed to define guidelines to support the involvement of young people in these issues. To this aim, we analyzed some good practices implemented at regional level and interviewed some youth engaged people in Pied-mont (IT) and in Dolj County (ROM). Our article highlights the results obtained in this cross-regional analysis and puts forward a set of recommendations for all actors involved in youth engagement.

One of the most urgent challenges affecting our world and its inhabitants is dealing with climate change. Community Psychology can have a significant role in encouraging environ-mentally responsible behaviors and a global sense of community. As several authors maintain to enhance eco-friendly behaviors it’s pivotal to understand emotional reactions to climate change and build a planetary sense of community (Francescato, 2020). When emotions and feelings are unacknowledged or unprocessed this can contribute to inhibit climate change en-gagement (Hamilton, 2022). Our pilot research involved 25 high school students that partici-pated in a Psychological Environmental Intervention Program facilitated by environmental sci-entists and community psychologists expert in affective education. Through emotional reflex-ivity on climate change, we wanted to investigate which positive and negative emotions and feelings climate change evoked in students and how these emotions were related to negative unhealthy behaviors such as wanting to drink or smoke and positive prosocial behaviors such as participating to environmental movements.

Las redes universitarias para la sostenibilidad desempeñan un papel fundamental como comunidades epistémicas en las que coexisten políticas globales y prácticas locales. El pre¬sente estudio se centra en la red UAGAIS (Universidades Argentinas para la Gestión Ambiental y la Inclusión Social) con el objetivo de explorar las representaciones de la sostnibilidad que circulan en ella y sus anclajes. Los resultados de cinco entrevistas narrativas realizadas a miembros de la red, y sometidas a análisis del discurso, muestran que la sosteibilidad se reinterpreta a través del concepto de Extensión y se ancla en cuestiones socio-ecológicas concretas. La propia red es un dispositivo retórico a través del cual trabajar por la transformación de las universidades y el territorio, construyendo comunidades inclusivas y sostenibles. Palabras clave: sustentabilidad, universidad, extensión, discursos, comunidades, represen-taciones.

Climate and ecological emergencies are already adversely affecting individuals and com-munities globally. In this UK based study, both academics and young people contributed ex-amples of environmental and wider social challenges. The final lists capture many varied ex-amples reflecting both climate change (e.g., changing weather patterns) and wider ecological emergencies (e.g., biodiversity loss; pollution). The wider social challenges list captures other important issues (e.g., poverty, inequality). The paper reminds us both that the climate and ecological emergencies contain more than just climate change alone and that individuals and communities face pressing wider social challenges that may limit their ability to focus on cli-mate change. The discussion highlights the potential role of critical consciousness and the im-portance of focusing at macro levels of change.

Introduction. This study analyses the economic and management trends of the company Ferrovie Elettriche Abruzzesi SA (FEA), the owner of the concession granted to build and use the Tavo railway from Penne to Pescara, and the tramway service in the city of Pescara from 1925 to 1956. Aim of the work. This study highlights how the management of concessionary companies of secondary railway lines is interconnected with the more general Italian problems of passenger and freight railway traffic management. Methodological approach. An analysis of the company’s financial statements, the content of the reports by the technical bodies and the Internal Works Committee, and the company’s correspondence with stakeholders facilitated the reconstruction of all the internal and external causes of the crisis. Main findings. The common denominator of the crisis was the associated and growing competition from road traffic and bus services, which led to increas- ingly poor operating results for FEA. The Penne-Pescara line had a low volume of traffic, which was part of the more general ‘rail problem’ that characterised Italy. Originality. Delving into the interface of accounting and the history of local public transport, this study provides a case study of ‘bad practice’, which is rarely available in the scientific literature on corporate crises.

Introduction. The focus of this work is the Inchiesta Innocenziana (Enquiry by Pope Innocenzo the 10th) upon the monasteries of the Italian States in the mid-17th century. Aim of the work. This study intends to demonstrate that in the Church, in the mid- 17th century - around one century later than in the European States - economics is introduced in the art of government as the correct manner of managing individ- uals, goods, and wealth in action at a distance. Methodological approach. The study is based on the investigation of primary and secondary sources related to the Inchiesta Innocenziana. The study analyses the various aspects and specially chosen techniques which, in a period of crisis, led the Catholic Church to run one of the first large-scale ‘auditing’ upon its ‘branches’ (monasteries) located within the Italian States. Main findings. It is shown, through an interpretative approach, how the Church worked inspired, not by the Law of God (human, natural, and divine), but by the art of governing people, as described by Foucault, giving techniques and practices for a concrete form of political rationality. Originality. The paper considers the relevant emergence of accounting and accountability practices, in a power/knowledge scheme, in decisions regarding a reconstruction after a crisis, by a complex interacting organisation such as the Catholic Church of the mid-17th century.