Ripensare la teoria della valutazione e dell’apprendimento all’università: un modello per implementare pratiche di peer review

In Italian universities, assessment is usually associated with the exam, an end of course event which is quite separate from the teaching and learning activities that occur during the course. In contrast, the international literature emphasizes the inter-connectedness of assessment and learning, and the importance of embedding assessments within course activities in ways that improve learning (Assessment for Learning) and help students’ develop the capacity to assess and regulate their own learning (Sustainable Assessment). This article presents the theory behind international conceptions of assessment, it proposes a practical model for the implementation of that theory, and it discusses the model’s application in two courses at the university of Padova. In these courses, students review and provide feedback on the academic work of peers and receive feedback reviews from peers. Results show that ‘reviewing’ rather than receiving feedback reviews gives students more agency over assessment processes which, in turn, leads to greater knowledge and skill acquisition. The implications of these findings are discussed.