Processi valutativi supportati dalle tecnologie: prospettive didattiche della Computer-based Assessment
DOI:
https://doi.org/10.15162/2974-8933/1952Keywords:
Technology enhanced assessment, Computer-Based Assessment, Assessment for learning, Learning AnalyticsAbstract
Le potenzialità didattiche di metodi e strumenti digitali sono enfatizzate da sguardi epistemici plurali, interdisciplinari e basati sui principi di intersezione e ibridazione. Il dibattito sulla valutazione supportata dalle tecnologie, più specificamente, si inquadra all'interno di uno spostamento d'interesse della ricerca docimologica verso l'ibridazione della didattica e modelli partecipati e learner-centred. Il contributo focalizza potenzialità e limiti della Computer-Based Assessment.
The educational potential of digital methods and tools is emphasized by pluralistic, interdisciplinary epistemic perspectives based on principles of intersection and hybridization. The debate on technology-supported assessment, more specifically, fits within a shift of interest in educational research from docimological concerns towards the hybridization of teaching and participatory learner-centered models. The contribution focuses on the potential and limitations of Computer-Based Assessment.
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