I processi di valutazione formativa, osservazione, documentazione e pratiche di feedback alla luce di una prospettiva neuroeducativa
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Pubblicato:
mag 4, 2026
Parole chiave:
feedback, valutazione formativa, neuroeducazione, questionario, professionalità educativa
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Abstract
Il contributo presenta la seconda fase di validazione di un questionario volto a esplorare le conoscenze e le rappresentazioni riguardanti la valutazione formativa e il feedback dei professionisti dell’educazione. Lo strumento, costruito a partire da un quadro teorico che intreccia la riflessione docimologica e i principi della neuroeducazione (Black & Wiliam, 1998; Allal, 2007; Bondioli & Savio, 2013; Immordino-Yang & Damasio, 2007), è stato somministrato a un gruppo di futuri educatori del corso di laurea in Scienze dell’Educazione dell’Università degli Studi di Palermo. Gli item, articolati su scala Likert a 5 livelli, indagano le aree della valutazione formativa, del feedback, dell’osservazione e della documentazione, considerate alla luce dei principi neuroeducativi che ne sostanziano la dimensione formativa. Le analisi hanno evidenziato una buona coerenza interna dello strumento e risultati coerenti con la struttura teorica ipotizzata, con livelli elevati di accordo sulle pratiche valutative e minore familiarità con i principi neuroeducativi.
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Sezione
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Riferimenti bibliografici
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Bowers, J. S. (2016). The practical and principled problems with educational neuroscience. Psychological Review, 123(5), 600–612. https://doi.org/doi: 10.1037/rev0000025
Bruner, J. S. (1996). The culture of education. Harvard University Press.
Calvani, A., & Vivanet, G. (2014). Per un'istruzione basata su evidenze: Analizzare la ricerca empirica per migliorare la pratica didattica. Carocci.
Clark, A., Kjørholt, A. T., & Moss, P. (2005). Beyond listening: Children’s perspectives on early childhood services. Policy Press.
Compagno, G., Albanese M., (2022). La valutazione delle attività neurodidattiche. Fondamenti, tecniche e strumenti. Anicia.
Dehaene, S. (2020). How we learn: Why brains learn better than any machines for now. Viking.
Dewey, J. (1929). The sources of a science of education. Horace Liveright.
Drueke, B., Weichert, L., Forkmann, T., Mainz, V., Gauggel, S., & Boecker, M. (2015). Neural correlates of positive and negative performance feedback in younger and older adults. Behavioral and Brain Functions, 11, Article 17. https://doi.org/10.1186/s12993-015-0062-z
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Furtak, E. M., & Heredia, S. C. (2014). Exploring the influence of learning progressions in two teacher communities. Journal of Research in Science Teaching, 51(8), 982–1020.
Grange, T. (2015). Cultura della valutazione e sviluppo professionale alla scuola dell’infanzia: l’interesse di un approccio partecipativo. Rivista Italiana di Educazione Familiare, 2(2), 69–87.
Grion, V., Serbati, A., Doria, B., & Nicol, D. (2021). Ripensare il concetto di feedback: il ruolo della comparazione nei processi di valutazione per l’apprendimento. Education Sciences & Society, 12(2), 205–220. https://doi.org/10.3280/ess2-2021oa12429
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Heredia, S. C., Furtak, E. M., Morrison, D., & Renga, I. P. (2016). Science teachers’ representations of classroom practice in the process of formative assessment design. Journal of Science Teacher Education, 27(7), 697–716. https://doi.org/10.1007/s10972-016-9482-3
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King-Sears, M.E., & Strogilos, V. (2020). An exploratory study of self-efficacy, school belongingness, and co-teaching perspectives from middle school students and teachers in a mathematics co-taught classroom. International Journal of Inclusive Education, 24(2), 162–180. https://doi.org/10.1080/13603116.2018.1453553
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Mareschal, D., Johnson, M. H., Sirois, S., Spratling, M., Thomas, M., & Westermann, G. (2007). Neuroconstructivism: How the brain constructs cognition. Oxford University Press.
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Moss, P. (2019). Alternative narratives in early childhood: An introduction for students and practitioners. Routledge.
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OECD. (2022). Starting Strong VI: Supporting meaningful interactions in early childhood education and care. OECD Publishing.
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Panksepp, J. (2012). The archaeology of mind: Neuroevolutionary origins of human emotions. W. W. Norton.
Pellerey, M. (1998). Valutare e certificare le competenze. La Scuola.
Posner, M. I., & Rothbart, M. K. (2007). Educating the human brain. American Psychological Association.
Privitera, A. J. (2021). A scoping review of research on neuroscience training for teachers. Trends in Neuroscience and Education, 24, Article 100157.
Repubblica Italiana. (2017). Decreto Legislativo 13 aprile 2017, n. 65 – Istituzione del sistema integrato di educazione e di istruzione dalla nascita sino ai sei anni. Gazzetta Ufficiale
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Shepard, L. A. (2019). Classroom assessment to support teaching and learning. The Annals of the American Academy of Political and Social Science, 683(1), 183–200.
Trinchero, R. (2004). La ricerca-azione per la scuola. FrancoAngeli.
UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO Publishing.
Van Duijvenvoorde, A. C., Zanolie, K., Rombouts, S. A., Raijmakers, M. E., & Crone, E. A. (2008). Evaluating the negative or valuing the positive? Neural mechanisms supporting feedback-based learning across development. Journal of Neuroscience, 28(38), 9495–9503.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Wiliam, D., & Thompson, M. (2007). Integrating assessment with instruction: What will it take to make it work? In C. A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning (pp. 53–82). Lawrence Erlbaum Associates.
Barabanova, I., & Kazlauskiene, A. (2020). Neuropedagogy: Preconditions for application of neuroscience results in the education process while providing feedback. Technium, 2(5), 112-122.
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148.
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5
Boulay, B., & Goodson, B. (2018). The Investing in Innovation Fund: Summary of 67 Evaluation: Final report. U.S. Department of Education. https://ies.ed.gov/ncee/pubs/20184013/pdf/20184013.pdf
Bowers, J. S. (2016). The practical and principled problems with educational neuroscience. Psychological Review, 123(5), 600–612. https://doi.org/doi: 10.1037/rev0000025
Bruner, J. S. (1996). The culture of education. Harvard University Press.
Calvani, A., & Vivanet, G. (2014). Per un'istruzione basata su evidenze: Analizzare la ricerca empirica per migliorare la pratica didattica. Carocci.
Clark, A., Kjørholt, A. T., & Moss, P. (2005). Beyond listening: Children’s perspectives on early childhood services. Policy Press.
Compagno, G., Albanese M., (2022). La valutazione delle attività neurodidattiche. Fondamenti, tecniche e strumenti. Anicia.
Dehaene, S. (2020). How we learn: Why brains learn better than any machines for now. Viking.
Dewey, J. (1929). The sources of a science of education. Horace Liveright.
Drueke, B., Weichert, L., Forkmann, T., Mainz, V., Gauggel, S., & Boecker, M. (2015). Neural correlates of positive and negative performance feedback in younger and older adults. Behavioral and Brain Functions, 11, Article 17. https://doi.org/10.1186/s12993-015-0062-z
Eskreis-Winkler, L., & Fishbach, A. (2019). Not learning from failure — The greatest failure of all. Psychological Science, 30(12), 1733–1744. https://doi.org/10.1177/0956797619881133
Furtak, E. M., & Heredia, S. C. (2014). Exploring the influence of learning progressions in two teacher communities. Journal of Research in Science Teaching, 51(8), 982–1020.
Grange, T. (2015). Cultura della valutazione e sviluppo professionale alla scuola dell’infanzia: l’interesse di un approccio partecipativo. Rivista Italiana di Educazione Familiare, 2(2), 69–87.
Grion, V., Serbati, A., Doria, B., & Nicol, D. (2021). Ripensare il concetto di feedback: il ruolo della comparazione nei processi di valutazione per l’apprendimento. Education Sciences & Society, 12(2), 205–220. https://doi.org/10.3280/ess2-2021oa12429
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Heredia, S. C., Furtak, E. M., Morrison, D., & Renga, I. P. (2016). Science teachers’ representations of classroom practice in the process of formative assessment design. Journal of Science Teacher Education, 27(7), 697–716. https://doi.org/10.1007/s10972-016-9482-3
Heritage, M. (2010). Formative Assessment and Next-Generation Assessment Systems: Are We Losing an Opportunity?. Council of Chief State School Officers.
Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Corwin Press.
Immordino-Yang, M. H. (2015). Emotions, learning, and the brain: Exploring the educational implications of affective neuroscience. W. W. Norton.
Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10.
Kandel, E. R. (2007). In search of memory: The emergence of a new science of mind. WW Norton & Company.
Kim, S. I., & Shin, D. D. (2025). The art of negative feedback: A neuroeducational perspective. Contemporary Educational Psychology, 82, Article 102392. https://doi.org/10.1016/j.cedpsych.2025.102392
King-Sears, M.E., & Strogilos, V. (2020). An exploratory study of self-efficacy, school belongingness, and co-teaching perspectives from middle school students and teachers in a mathematics co-taught classroom. International Journal of Inclusive Education, 24(2), 162–180. https://doi.org/10.1080/13603116.2018.1453553
Levy, D. J., & Glimcher, P. W. (2011). Comparing apples and oranges: using reward-specific and reward-general subjective value representation in the brain. Journal of Neuroscience, 31(41), 14693–14707.
Maireles, D. M., & Capperucci, D. (2022). La competenza valutativa secondo gli insegnanti: un’indagine condotta con gli insegnanti di scuola dell’infanzia e del primo ciclo d’istruzione in quattro istituti comprensivi della Toscana. Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education, 17(3), 57–85.
Malaguzzi, L. (1996). I cento linguaggi dei bambini. Reggio Children.
Mareschal, D., Johnson, M. H., Sirois, S., Spratling, M., Thomas, M., & Westermann, G. (2007). Neuroconstructivism: How the brain constructs cognition. Oxford University Press.
Martínez-Abad, F., Bielba-Calvo, M., & Herrera-García, M. E. (2017). Evaluación, formación e innovación en competencias informaciones para profesores y estudiantes de educación secundaria. Revista de educación, 316, 110–134. https://doi.org/10.4438/1988-592X-RE-2017-376-346
Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 1997(74), 5–12.
MIUR. (2017). Decreto Legislativo 13 aprile 2017, n. 65 – Istituzione del sistema integrato di educazione e di istruzione dalla nascita sino a sei anni. Gazzetta Ufficiale n. 112.
MIUR. (2021). Linee pedagogiche per il sistema integrato 0-6. Ministero dell'Istruzione.
Moss, P. (2019). Alternative narratives in early childhood: An introduction for students and practitioners. Routledge.
OECD. (2021). OECD future of education and skills 2030. Conceptual learning framework. OECD Publishing.
OECD. (2022). Starting Strong VI: Supporting meaningful interactions in early childhood education and care. OECD Publishing.
Palghat, K., Horvath, J. C., & Lodge, J. M. (2017). The hard problem of ‘educational neuroscience’. Trends in Neuroscience and Education, 6, 204–210.
Panksepp, J. (2012). The archaeology of mind: Neuroevolutionary origins of human emotions. W. W. Norton.
Pellerey, M. (1998). Valutare e certificare le competenze. La Scuola.
Posner, M. I., & Rothbart, M. K. (2007). Educating the human brain. American Psychological Association.
Privitera, A. J. (2021). A scoping review of research on neuroscience training for teachers. Trends in Neuroscience and Education, 24, Article 100157.
Repubblica Italiana. (2017). Decreto Legislativo 13 aprile 2017, n. 65 – Istituzione del sistema integrato di educazione e di istruzione dalla nascita sino ai sei anni. Gazzetta Ufficiale
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Shepard, L. A. (2019). Classroom assessment to support teaching and learning. The Annals of the American Academy of Political and Social Science, 683(1), 183–200.
Trinchero, R. (2004). La ricerca-azione per la scuola. FrancoAngeli.
UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO Publishing.
Van Duijvenvoorde, A. C., Zanolie, K., Rombouts, S. A., Raijmakers, M. E., & Crone, E. A. (2008). Evaluating the negative or valuing the positive? Neural mechanisms supporting feedback-based learning across development. Journal of Neuroscience, 28(38), 9495–9503.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Wiliam, D., & Thompson, M. (2007). Integrating assessment with instruction: What will it take to make it work? In C. A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning (pp. 53–82). Lawrence Erlbaum Associates.