Inclusione dei migranti neoarrivati in Scienze e Matematica: l’approccio della valutazione aumentata

Abstract

This paper focuses on the inclusion of newly arrived migrants in Europe, reporting on the project “Augmented Assessment” (ERASMUS+/KA3). The project aims to narrow the assessment gap that results from barriers between those students and their teachers. The project’s theoretical orientations and the pedagogical approach guided the creation of an Augmented Assessment Training Course and Library. This paper explores primary and secondary teachers’ initial reflections and perceptions on piloting the proposed Augmented Assessment approach with newly arrived migrant students and how this approach could help them to perform a more inclusive assessment in Science and Mathematics. Results from the analysis of reflective diaries are presented and discussed in relation to existing international literature, and some initial conclusions are drawn.