Papers by Iolanda Sara Iannotta
Dropout e Neet: le nuove emergenze europee. ISSN: 2279-9001 , Dec 2015
This paper deals with the early interruption of the studies concerning the age group between 18 a... more This paper deals with the early interruption of the studies concerning the age group between 18 and
24 years, the problem today defined as early school leaver. The authors propose some reflections
about the political-regulatory European approach implemented in order to face the problem that has
its cultural, social and economic roots. In fact, this phenomenon, in the vast majority of EU
countries, has alarming percentages and the Education and Training 2020 strategy plans to decrease
the maximum value to 10% of early school leavers from education and training paths.
To encourage the development of a genuine “European home” in which all citizens are able to adapt
themselves to the needs of the labor market, the personal construction / detection of learning and
action strategies must be encouraged, alongside the acquisition of knowledge.
This approach can help to address, analyze and solve problems related to the complexity of social,
educational and employment life in a flexible and original way.
In this perspective, the concept of responsibility is not only the outcome of the training process, but
it represents the size of teaching action whose aim is the constant promotion of active, constructive
and proactive attitudes: motivating participation in the contexts of learning, providing incentives to
invest in the life/long-wide learning, living and feeling fully European citizen.
Educational assessment, understanding as the act of interpretation of student learning outcomes,
... more Educational assessment, understanding as the act of interpretation of student learning outcomes,
suffered a deep change. This paper analyses distinctive aspects of the assessment process, dropped
in a formative setting and striving to understand the didactic action multidimensionality’s always more
oriented to promote meaningful learning. Sure enough, evaluation, assumes an information character
designed to understand the path taken in relation to the objectives and to the project that has been
earlier developed. Planning, assessment and teaching actions are part of a systemic nature
perspective, that is the expression of the construct of competence, as a consequence, these three
moments are considered part of a single process. Planning procedures, activity doing and assessment
techniques deeply change. Starting from a plural description of the concept of competence, in the first
part of this paper, it outlines the theoretical framework in which are included new forms of learning
assessment, oriented to the acquisition of self-assessment and co-assessment processes of learner,
not only the typical teaching practices made by tradition assessment. It follows an alternative
assessment, the so-called authentic assessment, which measures the students ability to mobilize their
knowledge to resolve problem, refusing traditional testing. Authentic evaluation is closely related to a
constructivist mold of didactic that is aimed to develop complex competences. Following the
theoretical first part, the second part of this paper has a practical-operative nature, wherein are
inserted the actions to be implemented for the construction of authentic tasks. Competence
assessment depends on the type of task addressed that permits to capture the plurality of
performance through which the competence is clear. It is necessary to adopt a multiperspective
approach to build assessment tools focused and differentiated. Newness and complexity become the
characteristic features of the authentic tasks, that aim to highlight the ways in which the student uses
his knowledge, starts his cognitive processes and adopts resolved strategies to achieve the goal.
Proceedings of EDULEARN15 Conference, Jul 2015
The school system reforms, started in recent years in European Union, have identified in teacher ... more The school system reforms, started in recent years in European Union, have identified in teacher evaluation the crucial factor to improve the quality of formative processes. Thus, the acknowledgement of merit, the encouragement reward, the motivation of responsibility are directly linked to the identification and implementation of an efficient and reliable evaluation system.
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Papers by Iolanda Sara Iannotta
24 years, the problem today defined as early school leaver. The authors propose some reflections
about the political-regulatory European approach implemented in order to face the problem that has
its cultural, social and economic roots. In fact, this phenomenon, in the vast majority of EU
countries, has alarming percentages and the Education and Training 2020 strategy plans to decrease
the maximum value to 10% of early school leavers from education and training paths.
To encourage the development of a genuine “European home” in which all citizens are able to adapt
themselves to the needs of the labor market, the personal construction / detection of learning and
action strategies must be encouraged, alongside the acquisition of knowledge.
This approach can help to address, analyze and solve problems related to the complexity of social,
educational and employment life in a flexible and original way.
In this perspective, the concept of responsibility is not only the outcome of the training process, but
it represents the size of teaching action whose aim is the constant promotion of active, constructive
and proactive attitudes: motivating participation in the contexts of learning, providing incentives to
invest in the life/long-wide learning, living and feeling fully European citizen.
suffered a deep change. This paper analyses distinctive aspects of the assessment process, dropped
in a formative setting and striving to understand the didactic action multidimensionality’s always more
oriented to promote meaningful learning. Sure enough, evaluation, assumes an information character
designed to understand the path taken in relation to the objectives and to the project that has been
earlier developed. Planning, assessment and teaching actions are part of a systemic nature
perspective, that is the expression of the construct of competence, as a consequence, these three
moments are considered part of a single process. Planning procedures, activity doing and assessment
techniques deeply change. Starting from a plural description of the concept of competence, in the first
part of this paper, it outlines the theoretical framework in which are included new forms of learning
assessment, oriented to the acquisition of self-assessment and co-assessment processes of learner,
not only the typical teaching practices made by tradition assessment. It follows an alternative
assessment, the so-called authentic assessment, which measures the students ability to mobilize their
knowledge to resolve problem, refusing traditional testing. Authentic evaluation is closely related to a
constructivist mold of didactic that is aimed to develop complex competences. Following the
theoretical first part, the second part of this paper has a practical-operative nature, wherein are
inserted the actions to be implemented for the construction of authentic tasks. Competence
assessment depends on the type of task addressed that permits to capture the plurality of
performance through which the competence is clear. It is necessary to adopt a multiperspective
approach to build assessment tools focused and differentiated. Newness and complexity become the
characteristic features of the authentic tasks, that aim to highlight the ways in which the student uses
his knowledge, starts his cognitive processes and adopts resolved strategies to achieve the goal.
24 years, the problem today defined as early school leaver. The authors propose some reflections
about the political-regulatory European approach implemented in order to face the problem that has
its cultural, social and economic roots. In fact, this phenomenon, in the vast majority of EU
countries, has alarming percentages and the Education and Training 2020 strategy plans to decrease
the maximum value to 10% of early school leavers from education and training paths.
To encourage the development of a genuine “European home” in which all citizens are able to adapt
themselves to the needs of the labor market, the personal construction / detection of learning and
action strategies must be encouraged, alongside the acquisition of knowledge.
This approach can help to address, analyze and solve problems related to the complexity of social,
educational and employment life in a flexible and original way.
In this perspective, the concept of responsibility is not only the outcome of the training process, but
it represents the size of teaching action whose aim is the constant promotion of active, constructive
and proactive attitudes: motivating participation in the contexts of learning, providing incentives to
invest in the life/long-wide learning, living and feeling fully European citizen.
suffered a deep change. This paper analyses distinctive aspects of the assessment process, dropped
in a formative setting and striving to understand the didactic action multidimensionality’s always more
oriented to promote meaningful learning. Sure enough, evaluation, assumes an information character
designed to understand the path taken in relation to the objectives and to the project that has been
earlier developed. Planning, assessment and teaching actions are part of a systemic nature
perspective, that is the expression of the construct of competence, as a consequence, these three
moments are considered part of a single process. Planning procedures, activity doing and assessment
techniques deeply change. Starting from a plural description of the concept of competence, in the first
part of this paper, it outlines the theoretical framework in which are included new forms of learning
assessment, oriented to the acquisition of self-assessment and co-assessment processes of learner,
not only the typical teaching practices made by tradition assessment. It follows an alternative
assessment, the so-called authentic assessment, which measures the students ability to mobilize their
knowledge to resolve problem, refusing traditional testing. Authentic evaluation is closely related to a
constructivist mold of didactic that is aimed to develop complex competences. Following the
theoretical first part, the second part of this paper has a practical-operative nature, wherein are
inserted the actions to be implemented for the construction of authentic tasks. Competence
assessment depends on the type of task addressed that permits to capture the plurality of
performance through which the competence is clear. It is necessary to adopt a multiperspective
approach to build assessment tools focused and differentiated. Newness and complexity become the
characteristic features of the authentic tasks, that aim to highlight the ways in which the student uses
his knowledge, starts his cognitive processes and adopts resolved strategies to achieve the goal.