Journal title EDUCATION SCIENCES AND SOCIETY
Author/s Mirca Montanari
Publishing Year 2023 Issue 2023/1 Language Italian
Pages 12 P. 389-400 File size 0 KB
DOI 10.3280/ess1-2023oa15306
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The present theoretical reflection intends to offer some considerations and suggestions regarding the value of assessment as an indicator for the inclusion of diversity in educational contexts, as well as a relevant factor for the transformation of higher education. The need to innovate the systems of education and lifelong learning, indispensable aspects of the liquid contemporaneity in which we are immersed, is geared towards facilitating the participation of male and female students by developing motivation, resources and skills. In the university context, the multi-perspective inclusive outlook opens up to the adoption and refinement of tools, such as assessment, capable of transforming inclusion issues into educational opportunities for everyone, no one excluded. This perspective, if properly embraced, is reflected in teachers’ attitudes and in their teaching choices that include the use of feedback as a strategy to personalise, individualise and differentiate learning paths aimed at strengthening and involving all students, including the most vulnerable ones.
Keywords: ; assessment; learning; inclusion; University; special educational needs
Mirca Montanari, La valutazione inclusiva degli apprendimenti per e con gli studenti e le studentesse all’Università in "EDUCATION SCIENCES AND SOCIETY" 1/2023, pp 389-400, DOI: 10.3280/ess1-2023oa15306