Issue 2/2021 Michele Corsi, Pier Giuseppe Rossi, Lorella Giannandrea, Gabrielle E. Miller, Evaluation, feedback, equity: a challenge in education Piergiuseppe Ellerani, Daniele Barca, Valutazione narrativa e trasformativa: co-costruzione di comunità di apprendimento. Un caso di studio espl (Narrative and transformative evaluation: Co-construction of learning communities. An exploratory case study) Martina Albanese, La sfida neuro-docimologica: criticità e strumenti po (The neuro-docimological challenge: Critical issues and possible tools) Teresa Grange, Salvatore Patera, La valutazione formativa per sostenere lo sviluppo della dimensione profonda dell’agire competente. Un caso di studio (Formative evaluation to support the development of the deep dimension of acting with competence. A case study) Irene Dora Maria Scierri, Davide Capperucci, La valutazione per promuovere l’apprendimento permanente: il rapporto tra formative assessment e self-regulated learning (Assessment to promote lifelong learning: The relation between formative assessment and self-regulated learning) Laura Fedeli, Luca Girotti, Prove tecniche di futuro: un’esperienza laboratoriale per educare al feedback formativo (Testing for the future: A workshop hands-on experience for training in formative assessment) Francesco Claudio Ugolini, Concezioni di Open Education e istanze di equità. Questioni didattiche e approcci val (of equity. Pedagogical issues and approaches to assessment) Francesco Bearzi, Andrea Tarantino, Processi co-valutativi ed equità agentiva nella didattica trasformativa pandemica e post-pan (Co-evaluation processes and agentic equity in the transformative pandemic and post-pandemic education) Debora Aquario, Through the lens of justice. A systematic review on equity and fairness in learning assessment G. Filippo Dettori, Barbara Letteri, Valutare per includere gli studenti con disturbi dello spettro dell’autismo. Il supporto delle tecnologie per una valutazione di qualit& (Assessing to include students with autism spectrum disorders. Technology support for quality assessment) Rosa Sgambelluri, Valutare in ambito didattico. Dalla personalizzazione del curricolo alla progettazione universale (IEvaluate in the didactic field. From the Personalization of the Curriculum to a Universal Design) Giovanni Arduini, Diletta Chiusaroli, Il contributo dei Disability Studies per una scuola più equa ed inc (The help of Disability Studies for a more equitable and inclusive school) Michela Galdieri, Emanuela Zappala, Strumenti e approcci per la valutazione delle capacità comunicative di alunni con Disturbo dello Spettro Aut (Tools and approaches for assessing the communication skills of students with Autism Spectrum Disorder) Valentina Grion, Anna Serbati, Beatrice Doria, David Nicol, Ripensare il concetto di feedback: il ruolo della comparazione nei processi di valutazione per l’apprendimento (Rethinking feedback: The role of comparison in assessment for learning processes) Livia Petti, Filippo Bruni, Grande aula universitaria on-line e feedback: un connubio possibile? (On-line lecture university hall and feedback: A possible combination? ) Concetta La Rocca, Triangolo del feedback per una valutazione trasparente e condivisa in ambienti digitali. Descrizione di una esperienza (The feedback triangle for transparent and shared evaluation in digital environments. Description of an experience) Viviana Vinci, Peer review, feedback e nuovi modelli di valutazione partecipata nell’higher education: una sperimentazione presso l’Università Mediterranea di Reggio C (Peer review, feedback and new models of participatory assessment in higher education: An experimention at the Mediterranea University of Reggio Calabria) 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 Hagen Lehmann, Petr Svarny, Using a social robot for different types of feedback during university lectures Francesca Storai, Valentina Pedani, Uno studio sul gradimento del feedback in due corsi universitari online (A study of feedback satisfaction in two online college courses) Giuseppe C. Pillera, Feedback docente e revisione tra pari su compiti di progettazione della ricerca: evidenze empiriche da un corso di Pedagogia sperimentale online (Teacher feedback and peer reviewing on research design assignments: Empirical evidence from an online experimental pedagogy course) Luca Ferrari, Il questioning mediato digitalmente come alleato del feedback (Digitally mediated questioning as a feedback enabler) Antonio Marzano, Sergio Miranda, Roberto Trinchero, Deep Understanding. Control of student understanding in university during distance and face-to-face learning katia Montalbetti, Innovare la valutazione all’università: si può, (Innovating university assessment: It can be done, indeed it must be done! ) Francesca Anello, Validazione di uno strumento di etero- e auto-valutazione della competenza di organizzazione didattica a scuola (Validating of a hetero- and self-evaluation tool for teaching organization competence at school) Claudio Pignalberi, Competenze strategiche e didattica universitaria: un percorso di autoregolazione e valutazione dell’apprendimento nello studio e nel lavoro (Strategic competencies and university teaching: A path of self-regulation and assessment of learning in study and work) Emanuela M. Torre, Paola Ricchiardi, Utilizzo formativo di prove autentiche nel corso di laurea in Scienze della formazione primaria (Formative use of authentic assessment tests in pre-service teacher education) Francesca Gratani, Towards Assessment as Learning: Findings from online courses for secondary school teachers Nadia Sansone, Ilaria Bortolotti, Manuela Fabbri, Il peer-assessment nella formazione insegnanti: accorgimenti e ricadute (Peer-assessment and teachers’ training: Tips and impacts) Giuseppa Cappuccio, Giuseppa Compagno, Valutazione e feedback: la competenza docimologica come competenza comunicativa. Una ricerca con i docenti della scuola secondaria (Evaluation and feedback: Evaluative competence as a communicative competence. A research with secondary school teachers) Andrea Tinterri, Maka Eradze, Anna Dipace, Martina Fava, Re-organization of assessment during the educational emergency in primary and secondary teaching: an Italian case Maila Pentucci, Elsa Maria Bruni. Ispirarsi alla paideia. I modelli classici nella formazione, Carocci, Roma, 2021 (Elsa Maria Bruni. Ispirarsi alla paideia. I modelli classici nella formazione, Carocci, Roma, 2021) Issue 1/2021 Michele Corsi, Catia Giaconi, Vanessa Perry, The special pedagogy between research and training during Covid-19. The possible inclusion after pandemic Michele Corsi, A pandemic year and the offense to the younger generations. Suggestions and hypotheses. Stefania Montebelli, Il territorio come spazio della creatività sociale. Un esempio di laboratorio per una "città accogliente" (The territory as space for social creativity. An example of urban re-generation laboratory) Le conseguenze economiche, sociali e scolastiche della pandemia da Coronavirus per le famiglie immigrate e per i loro figli (The economic, social and educational consequences of the Coronavirus pandemic for immigrant families and their children) The teachers’ educational needs for early detection of difficulties in kindergarden Antonio M. Amor, María Fernández, Miguel Á. Verdugo, Alba Aza, M. Isabel Calvo, Towards the fulfillment of the right to inclusive education for students with intellectual and developmental disabilities: Framework for action Sofia Tancredi, Rachel S.Y. Chen, Christina Krause, Dor Abrahamson, Filippo Gomez, Getting up to SpEED: Special Education Embodied Design for Sensorially Equitable Inclusion Gianluca Amatori, Preterm Infants: Parenting Implications and Perspectives in Early Childhood Special Education Francesca Salis, Britt Rhodes, Trauma Informed Care During a Global Pandemic: Synergies and multidisciplinary boundaries for working with childhood, adolescence, senility and disability Donatella Fantozzi, Insegnare e apprendere nella scuola secondaria: paradigmi teorici e declinazioni operative per una scuola inclusiva (Teaching and learning in secondary school: Theoretical paradigms and operational declinations for an inclusive school) Arianna Taddei, Esmeralda Azahar López, Rebeca Abigail Recinos Reyes, Children with Hearing Disabilities during the Pandemic: Challenges and Perspectives of Inclusion Gigliola Paviotti, Ilaria D’Angelo, Simone Aparecida Capellini, Catia Giaconi, Inclusion in university contexts and the role of internships in the education of students with disabilities: Critical issues, perspectives and good practices Noemi Del Bianco, Laurel Grigg Mason, Specific Learning Disorders in Higher Education: The University of Arizona case study Lucia Dinacci, Filoso-fare nell’epoca della pandemia: attualità e nuove sfide per la Philosophy for Children (Philosophizing in the age of pandemic: Topicality and new challenges for Philosophy for Children) Márcia Greguol, Cristiana Conti, Bruno Marson Malagodi, Bruna Barboza Seron, Elaine Cappellazzo Souto, Attilio Carraro, Impact of the COVID-19 pandemic on physical activity practice of people with disabilities Simone Aparecida Capellini, Isabela Pires Metzner, Noemi Del Bianco, Ilaria D’Angelo, Aldo Caldarelli, Catia Giaconi, Perceptual-visual-motor measures, reading and properties of eye movements of students with attention deficit hyperactivity disorder Fabio Bocci, Ines Guerini, La formazione degli insegnanti in era Covid. Descrizione e analisi di una esperienza laboratoriale sui temi della pedagogia e della didattica inclusiva (Teacher training in the Covid era. Description and analysis of a workshop experience on the themes of pedagogy and inclusive didactics) Arianna Santoro, Noemi Del Bianco, Ilaria D’Angelo, Manuela Crescimbeni, Recensioni (Book Review)
