Unstructured Citation

Boud D., Dawson P. (2021). What feedback literate teachers do: an empirically-derived competency framework. Assessment & Evaluation in Higher Education, 1-14.

https://doi.org/10.1080/02602938.2021.1910928

Unstructured Citation

Coggi C., Ricchiardi P. (2018). Sviluppare un insegnamento efficace in Università-Developing effective teaching in Higher Education. Form@re, 18(1): 23-38.

Unstructured Citation

Giannandrea L. (2009). Valutazione come formazione: percorsi e riflessioni sulla valutazione scolastica. Macerata: Eum.

Unstructured Citation

Giannandrea L. (2019). Valutazione, feedback, tecnologie. In: Rivoltella P.C. and Rossi P.G., editors, Tecnologie per l’educazione (pp. 69-81). Milano: Pearson.

Unstructured Citation

Grion V., Serbati A. (2019). Valutazione sostenibile e feedback nei contesti universi-tari. Prospettive emergenti, ricerche e pratiche (pp. 1-158). PensaMultimedia.

Unstructured Citation

Ibarra-Sáiz M.S., Rodríguez-Gómez G. and Boud D. (2020). Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement. Higher Education, 80(1): 137-156.

https://doi.org/10.1007/s10734-019-00469-2

Unstructured Citation

Laici C. (2021). Il feedback come pratica trasformativa nella didattica universitaria. Milano: FrancoAngeli.

Unstructured Citation

Laici C., Pentucci M. (2019). Feedback with technologies in higher education: a systematic review. Form@re-Open Journal per la formazione in rete, 19(3): 6-25.

Unstructured Citation

Laici C., Pentucci M. (2021). Feedback in university didactics through one minute paper tool. ICERI2021 Proceedings, 1531-1540. IATED.

https://doi.org/10.21125/iceri.2021.0415

Unstructured Citation

Martindale N. (2017). Combat the skills crisis with lifelong learning. Available at: https://www.raconteur.net/hr/training/combat-the-skills-crisis-with-lifelong-learning/.

Unstructured Citation

Nicol D. (2018). Unlocking generative feedback through peer reviewing. In: Grion V. and Serbati A., editors, Valutare l’apprendimento o valutare per l’apprendimento? Verso una cultura della valutazione sostenibile all’Università. Lecce: Pensa Multimedia.

Unstructured Citation

Nicol D. (2021). The power of internal feedback: Exploiting natural comparison processes. Assessment & Evaluation in Higher Education, 46(5): 756-778.

https://doi.org/10.1080/02602938.2020.1823314

Unstructured Citation

Rivoltella P.C., Rossi P.G., editors (2019a). Tecnologie per l’educazione. Milano: Pearson.

Unstructured Citation

Rivoltella P.C., Rossi P.G. (2019b). Il corpo e la macchina. Brescia: La Scuola.

Unstructured Citation

Rossi P.G., Pentucci M., Fedeli L., Giannandrea L. and Pennazio V. (2018). From the informative feedback to the generative feedback. Education Sciences & Society, 9(2): 83-107.

https://doi.org/10.3280/ess2-2018oa7102

Unstructured Citation

Rossi P.G., Pentucci M. (2021). Progettazione come azione simulata: didattica dei processi e degli ecosistemi. Milano: FrancoAngeli.

Unstructured Citation

OECD (2008). Assessment for learning formative assessment. In Learning in the 21st Century: Research, Innovation and Policy. OECD Publishing Paris.

Unstructured Citation

Popham W.J. (2008). Transformative assessment. ASCD.

10.1080/02602930903541015

Unstructured Citation

Sambell K., McDowell L. and Montgomery C. (2012). Assessment for learning in higher education. Routledge.

https://doi.org/10.4324/9780203818268

Unstructured Citation

Thom R. (1985). La teoria delle catastrofi (Vol. 1). Milano: FrancoAngeli.

10.1080/03054985.2012.689693

Unstructured Citation

UNESCO (2017). Educazione agli obiettivi per lo sviluppo sostenibile. Parigi: UNESCO. Available at: http://unescoblob.blob.core.windows.net/pdf/UploadCKEditor/MANUALE_ITA.pdf.

Unstructured Citation

Watzlawick P., Beavin J.H. and Jackson D.D. (1971). Pragmatica della comunicazione umana. Astrolabio, Roma, 35: 1-47.

Unstructured Citation

Winstone N., Carless D. (2019). Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach. Oxford: Routledge.

https://doi.org/10.4324/9781351115940