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:
File Dimensione Formato  
110-Articolo-326-2-10-20180708.pdf

accesso aperto

Tipologia: PDF editoriale
Dimensione 423 kB
Formato Adobe PDF
423 kB Adobe PDF Visualizza/Apri

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11564/693991
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact