Learning assessment in higher education: actual challenges and research perspectives Cristina Coggi 1-10 PDF DOI: https://doi.org/10.13128/form-8558
Teacher training in Higher Education to improve learning assessment: theoretical issues and research outcomes Cristina Coggi, Paola Ricchiardi 11-29 PDF DOI: https://doi.org/10.13128/form-8366
To train academics in the use of formative, constructive, transformative assessment of learning Raffaela Tore, Diletta Peretti 30-42 PDF DOI: https://doi.org/10.13128/form-8180
Promote Informal Formative Assessment practices in Higher Education: the potential of video analysis as a training tool Lisa O’Keeffe, Alessandra Rosa, Ira Vannini, Bruce White 43-61 PDF DOI: https://doi.org/10.13128/form-8241
The professional development of faculty and teaching quality: the peer review as a participatory training method Roberta Piazza, Simona Rizzari 62-77 PDF DOI: https://doi.org/10.13128/form-8271
Self-Assessment in the university context: a systematic review Beatrice Doria, Valentina Grion 78-92 PDF DOI: https://doi.org/10.13128/form-8247
The role of self-assessment of learning in university education. Ideas from field research Roberto Trinchero 93-114 PDF DOI: https://doi.org/10.13128/form-8245
Learning assessment skills in higher education: students at work Katia Montalbetti, Enrico Orizio 115-127 PDF DOI: https://doi.org/10.13128/form-8250
The effectiveness of peer assessment on students’ performance in higher education. Evidence of an overview of meta-analyses Marta Pellegrini 128-142 PDF DOI: https://doi.org/10.13128/form-8339
Peer assessment practices in an online context: does the group size matter? Chiara Pelati, Valentina Grion, Lan Li, Anna Serbati 143-153 PDF DOI: https://doi.org/10.13128/form-8249
Peer evaluation at university: a comparison between two teaching approaches Alessandra La Marca, Valeria Di Martino, Elif Gülbay 154-171 PDF DOI: https://doi.org/10.13128/form-8288
Professor’s performance and the connection with teaching self-efficacy and evaluation Federica Emanuel, Claudio Giovanni Cortese 172-186 PDF DOI: https://doi.org/10.13128/form-8257
Assessing digital competence: a review of assessment practices in Primary Teacher Education degree programs Rosanna Tammaro, Iolanda Sara Iannotta, Silvia Zanazzi 187-202 PDF DOI: https://doi.org/10.13128/form-8264
Collaborating online to learn: the university students’ experience in a laboratory on pedagogical design Giuseppe Carmelo Pillera 203-219 PDF DOI: https://doi.org/10.13128/form-8188
Design and assessment of flipped instruction: A study of student learning and perceptions in higher education Silvia Gasparini 220-236 PDF DOI: https://doi.org/10.13128/form-8233
Assessment of motor skills in prospective support teachers for a barrier-free school Rosa Sgambelluri, Alessandra M. Straniero, Antonella Valenti 237-254 PDF DOI: https://doi.org/10.13128/form-8258
Students’ view about university assessment Giuseppe Filippo Dettori 255-269 PDF DOI: https://doi.org/10.13128/form-8336
Evaluate critical and creative thinking in higher education Daniela Robasto 270-283 PDF DOI: https://doi.org/10.13128/form-8108
The QMSA: how students’ self-assessment can be a resource to learn and redirect teaching practices Arianna Giuliani 284-301 PDF DOI: https://doi.org/10.13128/form-7840
Self-efficacy assessment at the University. A pilot study within the Degree Course in Education and Training Sciences Alessandra Fermani, Arianna Taddei 302-317 PDF DOI: https://doi.org/10.13128/form-8174
Learning disability at university: a survey through the students’ perspective Marco Nenzioni, Giacomo Guaraldi 318-335 PDF DOI: https://doi.org/10.13128/form-7576
Health education intervention in primary school: active breaks for the promotion of motor activity Domenico Monacis, Dario Colella, Alessia Scarinci 336-355 PDF DOI: https://doi.org/10.13128/form-7404
Evaluating online health information in terms of readability, understandability and actionability Marco Masoni, Maria Renza Guelfi 356-367 PDF DOI: https://doi.org/10.13128/form-8133
Potential risks of Artificial Intelligence in education Margot Zanetti, Stefano Rendina, Luigi Piceci, Francesco Peluso Cassese 368-378 PDF DOI: https://doi.org/10.13128/form-8113
Learning, feedback from the teacher and peer-review: limits and potential Valerio Ferro Allodola 379-387 PDF DOI: https://doi.org/10.13128/form-8139
Designing graphics, dashboards and infographics: more or less ink? Gisella Paoletti 388-403 PDF DOI: https://doi.org/10.13128/form-8111
