An explorative study of discipline-specific reorganization of assessment during educational emergency – An Italian case
Author:
Affiliation:
1. 1 Università degli studi di l’Aquila , Italy .
2. 2 Università degli studi di Modena-Reggio , Italy
3. 3 Università degli studi di Foggia , Italy
4. 4 Università degli studi di Foggia , Italy .
Abstract
Publisher
Walter de Gruyter GmbH
Subject
General Earth and Planetary Sciences,General Environmental Science
Link
https://www.sciendo.com/pdf/10.2478/rem-2023-0021
Reference23 articles.
1. Albó, L., Beardsley, M., Martínez-Moreno, J., Santos, P., & Hernández-Leo, D. (2020). Emergency remote teaching: Capturing teacher experiences in spain with selfie. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 12315 LNCS, 318–331. https://doi.org/10.1007/978-3-030-57717-9_23
2. Author, 2022 (Blinded for review)
3. Beardsley, M., Albó, L., Aragón, P., & Hernández-Leo, D. (2021). Emergency education effects on teacher abilities and motivation to use digital technologies. British Journal of Educational Technology, 52(4), 1455–1477. https://doi.org/10.1111/bjet.13101
4. Bennett, R. E. (2015). The changing nature of educational assessment. Review of Research in Education, 39(1), 370–407.
5. Bonaiuti, G., & Dipace, A. (2021). Insegnare e apprendere in aula e in rete. Per una didattica blended efficace.
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