The risk society demands adaptive competencies grounded in the development of balanced evaluative habits. Within this framework, rigorous and reflective assessment—understood as a formative tool—may help regulate both learning and teaching. Feedback becomes a key dispositive for enhancing performance and fostering self-regulation, thereby supporting Deweyan adaptation. The promotion of self-, peer-, and internal feedback may contribute to improved learning outcomes and overall well-being.
La società del rischio richiede competenze adattive fondate sullo sviluppo di abitudini valutative equilibrate. Una valutazione rigorosa e riflessiva – intesa come strumento formativo – potrebbe dunque regolare sia l’apprendimento sia l’insegnamento. Il feedback è un dispositivo chiave per migliorare la performance e promuovere l’autoregolazione, sostenendo l’adattamento di matrice deweyana. Promuovere il feedback autovalutativo, tra pari e interno, potrebbe favorire apprendimento e benessere.
Feedback as a guiding dispositive
Giacomantonio Andrea
2025-01-01
Abstract
The risk society demands adaptive competencies grounded in the development of balanced evaluative habits. Within this framework, rigorous and reflective assessment—understood as a formative tool—may help regulate both learning and teaching. Feedback becomes a key dispositive for enhancing performance and fostering self-regulation, thereby supporting Deweyan adaptation. The promotion of self-, peer-, and internal feedback may contribute to improved learning outcomes and overall well-being.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
