Valutazione formativa oltre la distanza: lo scambio di feedback nella classe virtuale

Abstract

The aim of this article is to enhance the experience of teachers and students gained during the first pandemic induced lockdown of 2020. Through the analysis of some choices made by a teacher in the context of Long-Distance Learning, we highlight the emergence of formative assessment practices in the classroom. Specifically, we describe and use a tool for the analysis of formative assessment practices adapted to online teaching and learning contexts to bring out this phenomenon and value the work of the considered teacher. We observe, first, how the use of certain educational software, such as Google Classroom, modifies the exchange of feedback between students and teachers, and subsequently, how this can, depending on the choices made by the teacher, promote formative assessment.