Davide Parmigiani
Biographic Data
| ID | 6155663 |
|---|---|
| NAME | Davide Parmigiani |
| GIVEN NAMES | Davide |
| FAMILY NAME | Parmigiani |
| SIGNATURE | PARMIGIANI D |
| AFFILIATIONS | University of Genoa |
| ORCID | 0000-0003-0985-3862 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Training in-service subject teachers to implement formative assessment through action research
Formative assessment is widely accepted as an essential strategy that teachers of all levels should know and use. At the secondary education level, a crucial stage in learner development, teachers are expected to actively incorporate formative assessment strategies into their subject-specific teaching and to create learning environments that consider both the teaching methods and the specific content being taught. This study reports findings from…
Formative Assessment in Upper Secondary Schools
Recently, the European Commission issued a report on how to implement various assessment strategies in secondary schools. In particular, the Working Group on Schools emphasized the need to implement and balance assessment strategies that address both formative and summative aspects of learning. This study involves 716 Italian upper secondary teachers to highlight the ideas and concepts of formative assessment in Italian schools, to explore how te…
Teacher education for global competence in the ‘post-global’ era
Self‐ and peer‐assessment in upper secondary schools. A quasi‐experimental study to investigate the educational effectiveness of formative assessment
The assessment of student learning represents a key component of daily instructional practice. Formative assessment strategies are associated with the development and reinforcement of a series of skills linked to cognitive, metacognitive, behavioural and affective areas. This study investigated the effectiveness of formative assessment strategies in supporting the development of students' emotional and motivational capacities, resilience, self‐ef…
Formative assessment in higher education
This study explores how prospective professionals in higher education can learn about and apply formative assessment methods relevant to their future educational workplaces. In the academic year 2022–23, 156 pre-service teachers, social workers, and heads of social services took part in a three-stage mixed-method study on university learning experiences involving formative assessment practices. They were exposed to self-, peer-, and group-assessm…
Trainee teachers abroad
Higher education institutions are increasingly arranging international programmes to allow trainee teachers to spend periods abroad. In this way, teachers can compare diverse school systems and have the opportunity to reflect on their own teaching identity. This article focuses on trainee teachers’ ideas and opinions that emerged during international mobility, underscoring their reflections on personal and professional aspects involved in their p…
Global Competence in Canadian Teacher Candidates
The purpose of the study was to determine the global competence of 115 Canadian teacher candidates using a new measurement tool. Non-parametric tests indicated several differences in self-reported global competence within individual indicators across the three areas of Exploring, Engaging, and Acting with global competence. Two indicators showed that male teacher candidates reported higher levels of global competence than did females in the Explo…
Assessing Global Competence Within Teacher Education Programs. How to Design and Create a Set of Rubrics With a Modified Delphi Method
In today’s world, Global Competence represents a fundamental disposition for teachers who must be able to teach effectively in classrooms with students from diverse backgrounds and manage multiple learning contexts. For these reasons, it is necessary to set up educational activities during initial teacher education programs aimed at developing and assessing preservice teachers’ ability to be Global Competent. This study was aimed at designing and…
Cloud-Based M-Learning in a University Context
Cloud-Based M-Learning in a University Context
Global Competence in Canadian Teacher Candidates
The purpose of the study was to determine the global competence of 115 Canadian teacher candidates using a new measurement tool. Non-parametric tests indicated several differences in self-reported global competence within individual indicators across the three areas of Exploring, Engaging, and Acting with global competence. Two indicators showed that male teacher candidates reported higher levels of global competence than did females in the Explo…
Assessing Global Competence Within Teacher Education Programs. How to Design and Create a Set of Rubrics With a Modified Delphi Method
In today’s world, Global Competence represents a fundamental disposition for teachers who must be able to teach effectively in classrooms with students from diverse backgrounds and manage multiple learning contexts. For these reasons, it is necessary to set up educational activities during initial teacher education programs aimed at developing and assessing preservice teachers’ ability to be Global Competent. This study was aimed at designing and…
Trainee teachers abroad
Higher education institutions are increasingly arranging international programmes to allow trainee teachers to spend periods abroad. In this way, teachers can compare diverse school systems and have the opportunity to reflect on their own teaching identity. This article focuses on trainee teachers’ ideas and opinions that emerged during international mobility, underscoring their reflections on personal and professional aspects involved in their p…
Formative assessment in higher education
This study explores how prospective professionals in higher education can learn about and apply formative assessment methods relevant to their future educational workplaces. In the academic year 2022–23, 156 pre-service teachers, social workers, and heads of social services took part in a three-stage mixed-method study on university learning experiences involving formative assessment practices. They were exposed to self-, peer-, and group-assessm…
Training in-service subject teachers to implement formative assessment through action research
Formative assessment is widely accepted as an essential strategy that teachers of all levels should know and use. At the secondary education level, a crucial stage in learner development, teachers are expected to actively incorporate formative assessment strategies into their subject-specific teaching and to create learning environments that consider both the teaching methods and the specific content being taught. This study reports findings from…
Formative Assessment in Upper Secondary Schools
Recently, the European Commission issued a report on how to implement various assessment strategies in secondary schools. In particular, the Working Group on Schools emphasized the need to implement and balance assessment strategies that address both formative and summative aspects of learning. This study involves 716 Italian upper secondary teachers to highlight the ideas and concepts of formative assessment in Italian schools, to explore how te…
Teacher education for global competence in the ‘post-global’ era
Self‐ and peer‐assessment in upper secondary schools. A quasi‐experimental study to investigate the educational effectiveness of formative assessment
The assessment of student learning represents a key component of daily instructional practice. Formative assessment strategies are associated with the development and reinforcement of a series of skills linked to cognitive, metacognitive, behavioural and affective areas. This study investigated the effectiveness of formative assessment strategies in supporting the development of students' emotional and motivational capacities, resilience, self‐ef…
Psychology (7 works) · Pedagogy (6 works) · Computer Science (5 works) · Mathematics education (5 works) · Formative assessment (4 works) · Global Education and Multiculturalism (4 works) · Reflective Practices in Education (4 works) · Student Assessment and Feedback (4 works) · Higher Education Learning Practices (3 works) · Medical education (3 works)