Papers by Valentina Grion
Teaching and Learning Together in Higher Education, 2017
While educational literature at the international level has acknowledged an emerging public aware... more While educational literature at the international level has acknowledged an emerging public awareness about the urgency and opportunity to entrust students with a more central role in the context of school and university management and reform for some years now , notice of this by educational researchers and practitioners has only been emerging in Italy for a few years, for the potential inherent in listening to and making students jointly responsible in these processes, and more generally, as a winning strategy for the improvement of teaching/learning and management practices. The stimulus that encouraged the realisation of the first national initiatives on the "Student Voice" came from the publication of the first Italian book on the matter, co-authored by myself and Alison Cook-Sather (Grion & Cook-Sather, 2013). Actually, if focus was placed on educational research literature in Italy, it would be clear that, in a national context, the expression "Student Voice" was first used only in 2013. Two goals were sought with this publication, in fact: on the one hand to introduce an internationally consolidated pedagogic perspective and, on the other, to gather and share national experiences that could be identified as approaches near to the "Student Voice" view.
Students’ Role in Academic Development: Patterns of Partnership in Higher Education
Lecture notes in networks and systems, 2022
EDUCATION SCIENCES AND SOCIETY, 2021
La ricerca internazionale sul feedback s'inserisce in un framework costruttivista, all'in... more La ricerca internazionale sul feedback s'inserisce in un framework costruttivista, all'interno del quale i ricercatori suggeriscono che per migliorare l'apprendimento, gli studenti devono assumere un ruolo maggiormente attivo nei processi di valutazione e di feedback. Questo articolo presenta la teoria dell' internal feedback sviluppata da Nicol (2020) come alternativa radicale alle precedenti teorizzazioni sul tema. La premessa è che gli studenti generano continuamente feedback interni confrontando i loro pensieri, azioni e produzioni con diversi tipi di informazioni esterne. Tali informazioni potrebbero venire da libri di testo, video, osservazioni, risorse online, o potrebbe derivare da commenti o dialoghi con gli altri. In questa prospettiva, per migliorare l'apprendimento e la capacità autoregolativa degli studenti, si dovrebbe utilizzare e integrare un'ampia gamma di risorse, che potrebbero stimolare i processi comparativi ben al di là dei commenti valu...
La ricerca che di seguito viene presentata ha l'obiettivo di rilevare le percezioni di un gruppo ... more La ricerca che di seguito viene presentata ha l'obiettivo di rilevare le percezioni di un gruppo di studenti italiani e spagnoli sulle pratiche di auto-valutazione all'università, tematica che nonostante sia di attuale attenzione in molti paesi del mondo, risulta ancora poco trattata nei contesti accademici sia italiani che spagnoli. La ricerca empirica ha coinvolto 109 studenti spagnoli e 109 studenti italiani, utilizzando un questionario iniziale e un'intervista successiva. I risultati permettono di proporre alcune considerazioni riguardanti la necessità di assegnare una maggiore importanza alle prospettive di autovalutazione in ambito universitario, sostenendo l'urgenza dell'attivazione di processi di innovazione delle pratiche valutative oggi comunemente attuate nelle università del nostro paese. Parole chiave: auto valutazione; università; studenti italiani; studenti spagnoli; ambiente d'apprendimento. * L'articolo propone i risultati di una ricerca svolta dalle due autrici in collaborazione col prof. E.
Beyond Just Metrics: For a Renewed Approach to Assessment in Higher Education
Springer eBooks, 2023
What Technology Enhanced Assessment and Feedback Practices do Italian Academics Declare in Their Syllabi? Analysis and Reflections to Support Academic Development
Communications in computer and information science, 2023
Nowadays there is a growing attention to teachers’ and students’ digital competencies in this dev... more Nowadays there is a growing attention to teachers’ and students’ digital competencies in this developed and digital world. Some important theoretical frameworks underline the importance of the development of these new skills, such as DigCompEdu [1] as well as the framework for the development of data literacy for educators [2]. These frameworks are at the bases of our research which is focused on higher education, with particular attention at the university teachers digital and technological competencies. One area that is relatively new and less researched is that of assessment and feedback, namely which use of technology is adopted in evaluative practices. The contribution aims to investigate, in the Italian context, teachers’ use of technology-enhanced assessment and feedback assessment practices throughout the implementation of a syllabi analysis.
Technology-facilitated Formative Assessment
Society for Information Technology & Teacher Education International Conference, Mar 18, 2019
The article presents a school project implemented in the framework of “Piano Nazionale Lauree Sci... more The article presents a school project implemented in the framework of “Piano Nazionale Lauree Scientifiche”, using a Student Voice approach: a group of high school students facilitated a laboratory focused on biotechnology, playing the role of tutor for their peers. A qualitative research was carried out in order to answer to the following questions: what are the students’ perceptions about the teaching and learning method used, namely the peer tutoring? What are the students’ perceptions about the topic of biotechnology, with specific focus on GMOs and what is the impact of the laboratory experience to guide students’ university future choices? The research aimed at investigating strengths and the critical aspects of this project, in order to improve future editions. Findings showed that the two active learning methods used, i.e. the peer tutoring and laboratory, allowed students to experience leadership and to develop their competences, by managing a complex task with responsibili...
Despite well-documented promises of peer assessment, it is still unclear how peer assessment work... more Despite well-documented promises of peer assessment, it is still unclear how peer assessment works and what contributes to students’ learning gains. In order to identify cognitive processes that lead to learning enhancement, this study examined 41 students’ responses to online surveys and also their online written interactions when they participated in a peer assessment activity. Data analysis revealed that students were engaged in various learning processes in the phases of giving and receiving feedback. While students acknowledged that both phases contributed to their learning, a greater number of students indicated that they perceived more learning benefits from giving feedback rather than receiving feedback. Interpretations and implications were discussed.
Peer-assessment in HE: an exploratory research in four Italian university courses
Form@re : Open Journal per la Formazione in Rete, 2019
Peer assessment is an internationally recognised educational practice used as a means to support ... more Peer assessment is an internationally recognised educational practice used as a means to support active and meaningful learning. Following numerous studies, the authors carried out peer assessment activities both with students in university and in school. Comparing the results of the studies implemented in Italy with the literature, the authors developed a user-friendly six-principle model to facilitate the implementation of peer assessment activities in educational contexts. This article represents a call for researchers and practitioners to try out this model and thus contribute to the dissemination of peer assessment in Italy. IMPROVe: sei principi research-based per realizzare attivita di valutazione fra pari nei contesti formativi. A livello internazionale, la valutazione fra pari rappresenta una pratica ampiamente utilizzata e riconosciuta quale dispositivo di apprendimento attivo e significativo. Facendo riferimento ai molti studi presenti in letteratura, le autrici hanno r...
L’autovalutazione nel contesto universitario: una revisione sistematica della letteratura
Assessment is an emerging educational topic and the need to make education a practice aimed at im... more Assessment is an emerging educational topic and the need to make education a practice aimed at improving university student's learning is growing. The interest in self-assessment as a lifelong learning strategy is also part of this framework. A systematic review of the literature was conducted in order to investigate self-assessment as a learning strategy in the university context and to understand its real benefits. The obtained evidences highlight the positive aspects and the potential of using self-assessment as a learning strategy for university students. La valutazione risulta un tema emergente in ambito educativo e cresce la necessità di ripensarla come una pratica volta a migliorare l'apprendimento degli studenti universitari. È in tale quadro che si colloca anche l'interesse verso l'autovalutazione come strategia di apprendimento e di lifelong learning. Allo scopo di indagare l'autovalutazione come strategia di apprendimento nel contesto universitario, è stata condotta una revisione sistematica della letteratura con il fine di comprenderne i reali benefici. Le evidenze raggiunte mettono in luce un quadro positivo delle potenzialità di impiego dell'autovalutazione come strategia di apprendimento per gli studenti universitari.
Verso una “valutazione sostenibile” all’università: percezioni di efficacia dei processi di dare e ricevere feedback fra pari
ITALIAN JOURNAL OF EDUCATIONAL RESEARCH, 2019
Today, the complexity of organizational contexts requires formal education systems touse devices ... more Today, the complexity of organizational contexts requires formal education systems touse devices to encourage the training of individuals who can skillfully combine hardand soft skills. The School-Work Alternation (SWA) is one of useful devices to train thenew generations, in response to these new needs. In this perspective, the present researchwork has investigated the awareness of teachers and students about the developmentof soft skills in SWA; the nature of project design and assessment in relation tothe development of soft skills. Through a qualitative approach and with the participationof teachers and students from different educational institutions of different Italian regions,it has been possible to recognize that SWA is considered as a privileged space forthe development of soft skills, while the assessment process related to them needs tobe still built.
Valutare le competenze trasversali in Alternanza Scuola-Lavoro. Modelli e strumenti
Qwerty - Open and Interdisciplinary Journal of Technology, Culture and Education, Dec 28, 2015
The purpose of this exploratory study is to collect data about teachers' practices and beliefs re... more The purpose of this exploratory study is to collect data about teachers' practices and beliefs related to digital technologies, in order to develop a teachers training program that is more effective in improving technology integration in classroom. A survey has been administrated to 805 prospective or novice secondary teachers attending TFA and PAS courses in Italy. The main result of the quantitative data analysis reveals how teachers still have little consideration for the potential of interactive and collaborative technology. The implications for teacher education and suggestions for teacher belief change and technology integration are discussed.
Qwerty. Open and Interdisciplinary Journal of Technology, Culture and Education, 2021
The article introduces a case study (Ateneo di Padova) over data practices in teaching and learni... more The article introduces a case study (Ateneo di Padova) over data practices in teaching and learning. The study is based on a survey and focuses on data practices relating to evaluating quality in teaching, learning and assessment. The survey was distributed to all the university teaching staff: 370 responses were collected. Data were exploratively analysed based on descriptive statistics and dimensional reduction (principal component analysis). The results indicate the prevalence of institutionally consolidated practices relative to Quality teaching evaluation resulted to be one of the most prevalent and institutionally consolidated practices, whilst emerging practices (namely data driven) connected to decision-making and teaching and learning were adopted in isolation and with fragmentation. The results are discussed on the light of the potential strategies at the institutional level, particularly regarding faculty development, within an integrated system that can be deemed technol...
This work discusses the methodological issues related to the design, to the implementation and to... more This work discusses the methodological issues related to the design, to the implementation and to the data analysis of a field experiment, part of the project “Piccoli che Valgono” funded by “Fondazione Con i Bambini”, that will take place in some Italian lower secondary schools and aimed to measure the efficacy of peer-learning and peer-assessment. These activities represent zero-cost interventions in education with a high potential for fostering learning and social skills of pupils. There is a fruitful debate on how to design and implement peer-learning activities and on how to make them effective and assessable. After mentioning the literature on peer-learning in both education sciences (interested in how to implement the activities and on their pedagogical principle) and economics (mainly focused on the measurement and the isolation of the effects of peer-learning activities), we describe the experimental protocol and the main methodological issues concerning the measurement of ...
Form@re : Open Journal per la Formazione in Rete, 2020
The present study examined how group size may impact students’ participation, perceptions, and wo... more The present study examined how group size may impact students’ participation, perceptions, and work quality in an online peer assessment activity. One hundred sixty-three college freshmen were randomly assigned into three conditions that consisted of either 3-student groups, 6-student groups, or 9-student groups. Students reviewed each other’s projects within their groups. Upon receiving peer feedback, students improved their own work. The data analysis suggested that students in bigger groups more actively participated in peer review discussion than students in smaller groups. For students’ perceptions, students’ responses to SCS and IMI questionnaires did not show considerable differences between the three groups. For work quality, it seemed that students in bigger groups outperformed students in smaller groups. Pratiche di valutazione fra pari in un contesto on line: quale impatto ha la numerosita del gruppo? Il presente lavoro considera l’impatto della numerosita del gruppo su...
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Papers by Valentina Grion