Pigmalione in classe : aspettative degli insegnamenti e sviluppo intellettuale degli allievi / Robert Rosenthal, Lenore Jacobson ; traduzione di Paola Campioli |
Autore | Rosenthal, Robert |
Pubbl/distr/stampa | Milano : Franco Angeli, c1972 |
Descrizione fisica | 272 p. ; 22 cm |
Disciplina | 371.26 |
Altri autori (Persone) | Jacobson, Lenore |
Collana | Condizionamenti educativi |
Soggetto non controllato | Alunni - Sviluppo intellettuale |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | ita |
Record Nr. | UNINA-990004140610403321 |
Rosenthal, Robert | ||
Milano : Franco Angeli, c1972 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
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Pigmalione in classe : aspettative degli insegnanti e sviluppo intellettuale degli allievi / Robert Rosenthal e Lenore Jacobson |
Autore | Rosenthal, Robert |
Edizione | [4. ed.] |
Pubbl/distr/stampa | Milano : Angeli, 1991 |
Descrizione fisica | 270 p., 22 cm |
Disciplina | 371.26 |
Altri autori (Persone) | Jacobson, Lenoreauthor |
Collana | Condizionamenti educativi; ; 3 |
Soggetto topico |
Alunni - Valutazione
Apprendimento Insegnanti - Atteggiamento verso gli alunni |
ISBN | 8820468484 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | ita |
Record Nr. | UNISALENTO-991001407029707536 |
Rosenthal, Robert | ||
Milano : Angeli, 1991 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. del Salento | ||
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Pigmalione in classe : aspettative degli insegnanti e sviluppo intellettuale degli allievi / Robert Rosenthal, Lenore Jacobson ; traduzione di Paola Campioli |
Autore | Rosenthal, Robert |
Pubbl/distr/stampa | Milano : Angeli, 1972 |
Descrizione fisica | 270 p. ; 22 cm |
Disciplina | 371.26 |
Altri autori (Persone) |
Jacobson, Lenoreauthor
Campioli, Paola |
Collana | Condizionamenti educativi ; 3 |
Soggetto topico |
Alunni - Sviluppo intellettuale - Previsioni
Alunni - Valutazione |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | ita |
Record Nr. | UNISALENTO-991004085899707536 |
Rosenthal, Robert | ||
Milano : Angeli, 1972 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. del Salento | ||
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Portfolio européen des langues : pour jeunes et adultes / Conseil de l'Europe Centre regional de Documentation Pedagogique de Basse-Normandie |
Autore | Consiglio d'Europa |
Pubbl/distr/stampa | [Paris], : Didier, 2001 |
Descrizione fisica | 36 p. ; 30 cm |
Disciplina | 371.26(Amministrazione e gestione scolastica. Test e accertamenti educativi) |
Soggetto topico |
LINGUE - Apprendimento
TEST LINGUISTICI |
ISBN | 28-661-8446-7 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | fre |
Record Nr. | UNIOR-UON00234231 |
Consiglio d'Europa | ||
[Paris], : Didier, 2001 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. L'Orientale | ||
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The Power of Assessment in the Classroom : Improving Decisions to Promote Learning / / Carla E. Förster, editor |
Edizione | [First edition.] |
Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2023] |
Descrizione fisica | 1 online resource (264 pages) |
Disciplina | 371.26 |
Collana | Springer Texts in Education Series |
Soggetto topico | Educational tests and measurements |
ISBN | 3-031-45838-9 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
Intro -- Preface -- Contents -- Editor and Contributors -- About the Editor -- Contributors -- 1 Teacher Assessment Literacy -- 1.1 Introduction -- 1.2 Assessment Literacy -- References -- 2 Learning and Assessment: What Is Not Assessed, Is Not Learnt -- 2.1 Introduction -- 2.2 Understanding Learning -- 2.3 Taxonomies of Progress -- 2.4 Taxonomy by Bloom et al. (1956) Revised by Anderson et al. (2001) -- 2.5 Affective Domain of Krathwohl, Bloom, and Masia's Taxonomy (1964) -- 2.6 Psychomotor Domain of Simpson's Taxonomy (1972) -- 2.7 Integrating the Three Taxonomic Domains in a Task -- 2.8 Structure of Observed Learning Outcomes (S.O.L.O.) Taxonomy -- 2.9 Evaluation Indicators and Definition of Assessment Tasks -- 2.10 Common Problems in the Formulation of Learning Objectives and Outcomes -- References -- 3 Integrated Planning of Teaching and Assessment -- 3.1 Introduction -- 3.2 Planning for Learning -- 3.3 Components of the Assessment Strategy -- 3.4 Organisation of the Assessment Strategy -- References -- 4 The End Justifies the Means: Purposes of Assessment -- 4.1 Introduction -- 4.2 Conceptualizations of Summative and Formative Assessments -- 4.3 Formative Assessment -- 4.4 Initial Formative Assessment -- 4.5 Ongoing Formative Assessment -- 4.6 Summative Assessment -- 4.7 Distinctions and Articulations Between Formative and Summative Assessments -- 4.8 Tensions Between Summative and Formative Assessments -- 4.9 Good Formative and Summative Assessment Practices in the Classroom -- 4.10 Resources and Tools to Be Used in Classroom Assessment Practices -- References -- 5 Effective Feedback and Its Potential to Enhance Learning -- 5.1 Introduction -- 5.2 Feedback -- 5.3 From a Teacher-Centred View to a Learner-Centred View -- 5.4 The Power of Feedback -- 5.5 Effective Feedback -- 5.6 The Role of Context.
5.7 Essential Components of Effective Feedback -- 5.8 Types of Feedback and Their Effect on Learning -- 5.9 Key Aspects Associated with Effective Feedback -- 5.9.1 When Do I Give Feedback? -- 5.9.2 What Should Be the Content of Effective Feedback? -- 5.9.3 How to Develop Effective Feedback? -- 5.9.4 Who Provides Feedback? -- 5.10 Practices for Effective Feeding-Back -- References -- 6 Students as Assessment Agents -- 6.1 Introduction -- 6.2 The Self-evaluation -- 6.2.1 Why Incorporate Self-assessment as an Assessment Practice? -- 6.2.2 How to Implement Self-assessment? -- 6.2.3 What Can Be Assessed Through Self-assessment? -- 6.2.4 Advantages and Limitations of Self-assessment -- 6.3 The Peer Assessment -- 6.3.1 Why Incorporate Peer Assessment as an Evaluation Practice? -- 6.3.2 How to Implement Peer Assessment? -- 6.3.3 What Can Be Assessed Through Peer Assessment? -- 6.3.4 Peer Assessment Advantages and Limitations -- References -- 7 Learning Assessment Tools: Which One to Use? -- 7.1 Introduction -- 7.2 Test Situations -- 7.3 Planning the Development of a Test -- 7.3.1 Close-Ended Response Items -- 7.3.2 Open-Ended Items -- 7.3.3 Mixed Items -- 7.4 Checklists -- 7.5 Rating Scales -- 7.6 Types of Scales -- 7.6.1 Numerical scales -- 7.6.2 Graphic scales -- 7.6.3 Descriptive scales -- 7.7 Recommendations for the Construction of Checklists and Rating Scales -- 7.8 The Rubric -- 7.8.1 What is a Rubric -- 7.8.2 Contribution of the Rubrics -- 7.8.3 Types of Rubrics -- 7.8.4 Steps for Designing and Developing a Rubric -- 7.8.5 Rubric Application Process -- 7.9 Suggestions for the Use of Rubrics in the Classroom -- References -- 8 Assessing with Graphic Organisers: How and When to Use Them -- 8.1 Introduction -- 8.2 Theoretical Background -- 8.3 Graphic Organisers as a Generic Type -- 8.3.1 Mind Map -- 8.3.2 Semantic Map -- 8.3.3 Gowin's Vee Diagram. 8.3.4 Concept Map -- 8.3.5 Timelines or Technique of Representation and Development in Time -- 8.3.6 Venn Diagram -- 8.3.7 Process Flow Diagram or Flowchart -- 8.3.8 Cause-Effect Diagrams: The Fishbone -- 8.4 How to Evaluate with Graphic Organisers and Other Forms of Conceptual Representation -- 8.4.1 What Do I Assess in an Organizer? -- 8.4.2 With What Assessment Purpose to Use Graphic Organizers? -- 8.4.3 Which Agents Are Involved in Assessing with Graphic Organisers? -- 8.4.4 Do I Need an Additional Instrument to Assess Graphic Organisers? -- 8.4.5 Validity and Reliability in the Assessment Process with Graphic Organisers -- References -- 9 Quality Criteria for Developing Assessment Tools -- 9.1 Introduction -- 9.2 Validity -- 9.2.1 Content Validity -- 9.2.2 Instructional Validity -- 9.2.3 Consequential Validity -- 9.3 Reliability -- 9.3.1 Objectivity -- References -- 10 A Case Analysis Methodology to Guide Decision Making in the Schooling Context -- 10.1 Introduction -- 10.2 Conceptualization of the Case Analysis Methodology -- 10.2.1 What Is a Case? -- 10.2.2 What Is a Case Study? -- 10.2.3 Responsibilities of the Participants in the Case Analysis -- 10.3 Organisation and Structure of the Case Analysis Method for Decision Making -- 10.3.1 Relevance of the Case -- 10.3.2 First Stage: Building the Case -- 10.3.3 Second Stage: Case Analysis -- 10.3.4 Third Stage: Proposal for Improvement -- 10.4 Considerations Regarding the Ethical Aspects of the Case Analysis -- 10.5 Final Case Report -- 10.6 Limitations -- 10.7 Examples of the Application of the Case Analysis Method for Decision Making -- 10.7.1 Experience of Teachers Who Have Used This Methodology and Comments on Each of Its Parts -- References. |
Record Nr. | UNINA-9910799233603321 |
Cham, Switzerland : , : Springer, , [2023] | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
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Preparing for Life in a Digital World [[electronic resource] ] : IEA International Computer and Information Literacy Study 2018 International Report / / by Julian Fraillon, John Ainley, Wolfram Schulz, Tim Friedman, Daniel Duckworth |
Autore | Fraillon Julian |
Edizione | [1st ed. 2020.] |
Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2020 |
Descrizione fisica | 1 online resource (XXII, 297 p. 5 illus., 3 illus. in color.) |
Disciplina | 371.26 |
Soggetto topico |
Assessment
Educational technology Education—Data processing International education Comparative education Assessment, Testing and Evaluation Technology and Digital Education Computers and Education International and Comparative Education |
ISBN | 3-030-38781-X |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto | Executive Summary -- Chapter 1: Introduction to the IEA International Computer and Information Literacy 1 Study 2018 -- Chapter 2: The contexts for education on computer and information literacy and computational thinking -- Chapter 3: Students’ computer and information literacy -- Chapter 4: Students’ computational thinking -- Chapter 5: Students’ engagement with information and communications technologies -- Chapter 6: Teaching with and about information and communications technologies -- Chapter 7: Investigating variations in computer and information literacy and computational thinking -- Chapter 8: Reflections on the IEA International Computer and Information Literacy 239 Study 2018 -- Appendices. |
Record Nr. | UNINA-9910380742803321 |
Fraillon Julian | ||
Cham : , : Springer International Publishing : , : Imprint : Springer, , 2020 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
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Proceedings of the 1976 ACM SIGMETRICS conference on Computer performance modeling measurement and evaluation / / J. P. Buzen |
Autore | Buzen J. P. |
Pubbl/distr/stampa | New York : , : Association for Computing Machinery, , 1976 |
Descrizione fisica | 1 online resource (326 pages) |
Disciplina | 371.26 |
Soggetto topico | Educational tests and measurements |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Record Nr. | UNINA-9910510598003321 |
Buzen J. P. | ||
New York : , : Association for Computing Machinery, , 1976 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
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Proficiency-based assessment : process, not product / / Troy Gobble, Mark Onuscheck, Anthony R. Reibel, Eric Twadell |
Autore | Gobble Troy |
Pubbl/distr/stampa | Bloomington, Indiana : , : Solution Tree Press, , [2016] |
Descrizione fisica | 1 online resource (xiii, 176 pages) : illustrations |
Disciplina | 371.26 |
Collana | Gale eBooks |
Soggetto topico |
Educational tests and measurements - United States
Academic achievement - Data processing |
ISBN | 1-936763-55-9 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto | ch. 1. Beyond the formative and summative divide -- ch. 2. Preparation -- ch. 3. Incubation -- ch. 4. Insight -- ch. 5. Evaluation -- ch. 6. Elaboration -- Epilogue : professional learning as a creative process. |
Record Nr. | UNINA-9910795480703321 |
Gobble Troy | ||
Bloomington, Indiana : , : Solution Tree Press, , [2016] | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
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Proficiency-based assessment : process, not product / / Troy Gobble, Mark Onuscheck, Anthony R. Reibel, Eric Twadell |
Autore | Gobble Troy |
Pubbl/distr/stampa | Bloomington, Indiana : , : Solution Tree Press, , [2016] |
Descrizione fisica | 1 online resource (xiii, 176 pages) : illustrations |
Disciplina | 371.26 |
Collana | Gale eBooks |
Soggetto topico |
Educational tests and measurements - United States
Academic achievement - Data processing |
ISBN | 1-936763-55-9 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto | ch. 1. Beyond the formative and summative divide -- ch. 2. Preparation -- ch. 3. Incubation -- ch. 4. Insight -- ch. 5. Evaluation -- ch. 6. Elaboration -- Epilogue : professional learning as a creative process. |
Record Nr. | UNINA-9910827137503321 |
Gobble Troy | ||
Bloomington, Indiana : , : Solution Tree Press, , [2016] | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
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Protocollo MEC [[electronic resource] ] : Protocollo Montréal per la valutazione delle abilità comunicative / / by Alessandro Tavano, Hélène Côté, Perrine Ferré, Bernadette Ska, Yves Joanette |
Autore | Tavano Alessandro |
Edizione | [1st ed. 2013.] |
Pubbl/distr/stampa | Milano : , : Springer Milan : , : Imprint : Springer, , 2013 |
Descrizione fisica | 1 online resource (71 p.) |
Disciplina | 371.26 |
Soggetto topico |
Neurology
Speech pathology Clinical psychology Neuropsychology Assessment Neurology Speech Pathology Clinical Psychology Assessment, Testing and Evaluation |
ISBN | 88-470-5456-7 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | ita |
Nota di contenuto | 1 Introduzione -- Contesto teorico -- Sfondo storico -- Panoramica dei disturbi della comunicazione in seguito a lesione all’emisfero destro -- Deficit cognitivi non verbali -- Standardizzazione del protocollo MEC -- Partecipanti -- Metodologia -- Analisi statistiche -- Norme e punto di richiesta d’attenzione -- Bibliografia -- Appendici -- 2 Somministrazione e codifica del protocollo MEC.-Questionario sulle difficoltà comunicative.- Discorso conversazionale.-Comprensione di metafore ed espressioni idiomatiche -- Fluenza lessicale libera -- Prosodia linguistica – comprensione -- Prosodia linguistica – ripetizione -- Discorso narrativo -- Recupero della storia divisa in parti -- Recupero completo della storia -- Valutazione della comprensione del testo -- Fluenza lessicale con criterio ortografico (P) -- Prosodia emotiva – comprensione -- Prosodia emotiva – ripetizione -- Comprensione di atti linguistici indiretti -- Fluenza lessicale con criterio semantico (abbigliamento.- Prosodia emotiva – produzione -- Giudizio semantico -- Formulari di dépistage dei problemi di comunicazione -- Materiale aggiuntivo scaricabile da Springer Extra Materials (http:\\extras.springer.com, password: 978-88-470-5455-4) -- 14 protocolli di codifica -- Stimulus Book -- formulario di dépistage per il personale clinico -- formulario di dépistage per il caregiver -- file audio: prosodia emotiva -- file audio: prosodia linguistica. |
Record Nr. | UNINA-9910140179103321 |
Tavano Alessandro | ||
Milano : , : Springer Milan : , : Imprint : Springer, , 2013 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
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