Technology-Enhanced Assessment and feedback practices
a national qualitative research to guide professional development processes of university teachers
DOI:
https://doi.org/10.6093/2284-0184/10667Keywords:
Technology Enhanced Assessment; digital competences; Academic DevelopmentAbstract
The actions promoted at European level (European Commission/EACEA/Eurydice, 2018) and the reflections and research actions promoted at national level (Lotti et al., 2022) emphasise the importance of supporting the continuous training of university teachers and also promoting their digital competences (Grion et al, 2021; Redecker & Punie, 2017).This is in order to support teaching innovation processes aimed at improving the quality of teaching itself. This contribution aims to provide an overview with respect to the research, developed at a national level, aimed at exploring the Technology Enhanced Assessment practices (Devedzic, & Devedzic, 2019) applied by Italian teachers, specifically examining the related training needs to mature digital assessment and feedback skills. The survey is conducted through a syllabus sample analysis and through qualitative interviews. The results will structure the basis of further research steps focused on the creation and validation of an academic development model supporting these competences, to be applied at the University of Trento.
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