Titolo Rivista EDUCATION SCIENCES AND SOCIETY
Autori/Curatori Maura Mengoni, Silvia Ceccacci, Noemi Del Bianco, Ilaria D'Angelo, Francesco Paolo Romeo, Aldo Caldarelli, Simone Aparecida Capellini, Catia Giaconi
Anno di pubblicazione 2021 Fascicolo 2021/2
Lingua Inglese Numero pagine 17 P. 265-281 Dimensione file 0 KB
DOI 10.3280/ess2-2021oa11911
Il DOI è il codice a barre della proprietà intellettuale: per saperne di più
clicca qui
FrancoAngeli è membro della Publishers International Linking Association, Inc (PILA)associazione indipendente e non profit per facilitare (attraverso i servizi tecnologici implementati da CrossRef.org) l’accesso degli studiosi ai contenuti digitali nelle pubblicazioni professionali e scientifiche
In the face of the growing number of students with disabilities enrolled at the University, it is necessary to rethink the educational and teaching proposals from an inclusive perspective. This necessarily implies careful planning of even one of the most delicate phases of the teaching and learning process for all students: the final exam of a discipline. An event full of expectations and anxieties, very often attention to the construction of a welcoming environment becomes essential to provide the basis for a welcoming atmosphere and success, especially for students with Specific Learning Disorders (SpLDs) or disabilities. Therefore, this contribution, starting from a pilot study conducted by the University of Macerata, analyzes the role of Emotional Feedback in the assessment procedures in university contexts.
In the face of the growing number of students with disabilities enrolled at the University, it is necessary to rethink the educational and teaching proposals from an inclusive perspective. This necessarily implies careful planning of even one of the most delicate phases of the teaching and learning process for all students: the final exam of a discipline. An event full of expectations and anxieties, very often attention to the construction of a welcoming environment becomes essential to provide the basis for a welcoming atmosphere and success, especially for students with Specific Learning Disorders (SpLDs) or disabilities. Therefore, this contribution, starting from a pilot study conducted by the University of Macerata, analyzes the role of Emotional Feedback in the assessment procedures in university contexts.
Parole chiave:; Emotional feedback; Inclusive university teaching; University students; Disability
Maura Mengoni, Silvia Ceccacci, Noemi Del Bianco, Ilaria D'Angelo, Francesco Paolo Romeo, Aldo Caldarelli, Simone Aparecida Capellini, Catia Giaconi, Emotional Feedback in evaluation processes: Case studies in the University context in "EDUCATION SCIENCES AND SOCIETY" 2/2021, pp 265-281, DOI: 10.3280/ess2-2021oa11911