The paper presents the results of a longitudinal Teacher Professional Development Research based on formative assessment and aimed at the improvement of students’ reading literacy by means of metacognitive and self-regulatory instructional strategies. Value-added analysis has been used in order to asses the effectiveness of the instructional program.
Valutazione formativa vs accountability: l’impiego del Valore Aggiunto nella Ricerca-Formazione.
Cristiano Corsini
2018-01-01
Abstract
The paper presents the results of a longitudinal Teacher Professional Development Research based on formative assessment and aimed at the improvement of students’ reading literacy by means of metacognitive and self-regulatory instructional strategies. Value-added analysis has been used in order to asses the effectiveness of the instructional program.File in questo prodotto:
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