Design and evaluation of learning outcomes Daniela Robasto, Emanuela Torre, Roberto Trinchero 1-3 PDF DOI: https://doi.org/10.36253/form-13306
Define learning outcomes in terms of processes and contents: the cognitive operations Roberto Trinchero 4-18 PDF DOI: https://doi.org/10.36253/form-13175
Inside the school. A survey on teaching and evaluation practices and on the training needs of teachers Susanna Piacenza, Roberto Trinchero 19-33 PDF DOI: https://doi.org/10.36253/form-13176
Assessment and validation practices in the Vocational Education and Training system: an App for students and practitioners Alessandra Carenzio, Serena Triacca 34-48 PDF DOI: https://doi.org/10.36253/form-12699
Learning outcomes and certification processes of competences developed in non formal settings Daniela Robasto 49-60 PDF DOI: https://doi.org/10.36253/form-13108
Learning outcomes and constructive alignment in the Mega-Universities Syllabi: which “promises” to students? Anna Serbati, Federica Picasso, Beatrice Doria, Valentina Grion 61-77 PDF DOI: https://doi.org/10.36253/form-13022
Train academics to design and assess using learning outcomes: new challenges in Higher Education Federica Emanuel 78-90 PDF DOI: https://doi.org/10.36253/form-13103
Formative Assessment. From pandemic practices to sustainable perspective through active learning approaches Maria Elisabetta Cigognini, Margherita Di Stasio 91-110 PDF DOI: https://doi.org/10.36253/form-13028
The effects of distance learning on adolescents’ relationships and emotional well-being Marco D'Agostini, Damiano Cantone, Stefania Pascut, Andrea Paschetto, Susanna Feruglio 111-122 PDF DOI: https://doi.org/10.36253/form-13122
