Serafina Pastore
Biographic Data
| ID | 6508386 |
|---|---|
| NAME | Serafina Pastore |
| GIVEN NAMES | Serafina |
| FAMILY NAME | Pastore |
| SIGNATURE | PASTORE S |
| AFFILIATIONS | University of Bari Aldo Moro |
| ORCID | 0000-0001-8598-021X |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 17 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
How Do Teachers View Themselves as Assessors
Within the broader debate on teacher professionalism, there has been a notable increase in research interest in the identity that teachers develop over the course of their careers as assessors. More specifically, teacher assessment identity is considered a crucial component of recent conceptualisations and models of teacher assessment literacy. With the aim of providing new insights into the teacher assessment literacy debate, this article presen…
Summer learning loss
Using Student Learning Assessment Data to Drive Pedagogical Innovation and Quality in Higher Education
The present article focuses on faculty members' use of student learning assessment data to drive pedagogical innovation. Fuelled by policy recommendations, the high‐level commitment to assessment and data‐based decision‐making has proliferated in higher education contexts. However, evidence from the ground shows that these practices are still problematic. Given the relevant changes in policy and practice in higher education systems and the call f…
The sound of science
Introduction The present article reports on a case study aimed at improving STEAM education in secondary schools. It discusses the use of sonification as a teaching strategy to integrate music into science learning, using different approaches from data audification to parameter mapping into aural models and to the rewriting of song lyrics based on STEM topics. Methods A qualitative research study has been performed in a secondary school in the sc…
Preparing assessment literate teachers
Preparing teachers for assessment (i.e., assessment literacy) represents a contested issue, both at the educational policy and practice levels. Entering this debate, we explored patterns of initial teacher education (ITE), continuous professional development (CPD), assessment practices, and teachers’ learning needs in the assessment domain. Using data from the IEA-PIRLS teacher questionnaire (2011–2021) and the OECD-TALIS (2008–2018), a cross-nat…
A feasible balance? The Italian teachers’ standpoint on assessment literacy, assessment practice, and teacher professional development
The unprecedent times of the COVID-19 pandemic have had a relevant impact on schooling. In this context, identifying the features of effective and responsive teachers’ professional development paths in the assessment domain has never been as critical as it is today. However, despite the widespread interest in teacher assessment literacy and despite the efforts of educational policies and teacher education programs, research continues to show that…
Teacher assessment literacy
Teacher assessment literacy, generally defined as a set of knowledge and skills a teacher needs to effectively enact assessment in the classroom, has been a priority in the educational policy and educational research agenda for decades. For a long time, it has been identified with standardized measurement and classroom testing. The interest in this topic is related not only to the accountability pressures and the identification of assessment as a…
Are teachers literate in formative assessment? The development and validation of the Teacher Formative Assessment Literacy Scale
A national student survey for the Italian higher education system
Despite the strong criticisms, mass student surveys play an important role in the quality assurance process of national higher education systems. While some national higher education systems have a long history of using student surveys to inform teaching and course quality improvement (e.g. the UK, Australia), in Italy, where the quality assurance system has been put in place at both state and institutional levels, a national student survey has n…
Teacher assessment literacy
Formal and informal learning in the workplace
The radical economic, social and cultural changes experienced by the labour market within recent decades have helped to highlight the central role played by the learning process in individual career development and organizational success. In such fast‐moving working contexts, skills and competencies rapidly become outdated and need to be continuously implemented and empowered as a strategic factor for global competitiveness. Traditional models of…
Formal and informal learning in the workplace
The radical economic, social and cultural changes experienced by the labour market within recent decades have helped to highlight the central role played by the learning process in individual career development and organizational success. In such fast‐moving working contexts, skills and competencies rapidly become outdated and need to be continuously implemented and empowered as a strategic factor for global competitiveness. Traditional models of…
Teacher assessment literacy
Are teachers literate in formative assessment? The development and validation of the Teacher Formative Assessment Literacy Scale
A national student survey for the Italian higher education system
Despite the strong criticisms, mass student surveys play an important role in the quality assurance process of national higher education systems. While some national higher education systems have a long history of using student surveys to inform teaching and course quality improvement (e.g. the UK, Australia), in Italy, where the quality assurance system has been put in place at both state and institutional levels, a national student survey has n…
Teacher assessment literacy
Teacher assessment literacy, generally defined as a set of knowledge and skills a teacher needs to effectively enact assessment in the classroom, has been a priority in the educational policy and educational research agenda for decades. For a long time, it has been identified with standardized measurement and classroom testing. The interest in this topic is related not only to the accountability pressures and the identification of assessment as a…
A feasible balance? The Italian teachers’ standpoint on assessment literacy, assessment practice, and teacher professional development
The unprecedent times of the COVID-19 pandemic have had a relevant impact on schooling. In this context, identifying the features of effective and responsive teachers’ professional development paths in the assessment domain has never been as critical as it is today. However, despite the widespread interest in teacher assessment literacy and despite the efforts of educational policies and teacher education programs, research continues to show that…
The sound of science
Introduction The present article reports on a case study aimed at improving STEAM education in secondary schools. It discusses the use of sonification as a teaching strategy to integrate music into science learning, using different approaches from data audification to parameter mapping into aural models and to the rewriting of song lyrics based on STEM topics. Methods A qualitative research study has been performed in a secondary school in the sc…
Preparing assessment literate teachers
Preparing teachers for assessment (i.e., assessment literacy) represents a contested issue, both at the educational policy and practice levels. Entering this debate, we explored patterns of initial teacher education (ITE), continuous professional development (CPD), assessment practices, and teachers’ learning needs in the assessment domain. Using data from the IEA-PIRLS teacher questionnaire (2011–2021) and the OECD-TALIS (2008–2018), a cross-nat…
How Do Teachers View Themselves as Assessors
Within the broader debate on teacher professionalism, there has been a notable increase in research interest in the identity that teachers develop over the course of their careers as assessors. More specifically, teacher assessment identity is considered a crucial component of recent conceptualisations and models of teacher assessment literacy. With the aim of providing new insights into the teacher assessment literacy debate, this article presen…
Summer learning loss
Using Student Learning Assessment Data to Drive Pedagogical Innovation and Quality in Higher Education
The present article focuses on faculty members' use of student learning assessment data to drive pedagogical innovation. Fuelled by policy recommendations, the high‐level commitment to assessment and data‐based decision‐making has proliferated in higher education contexts. However, evidence from the ground shows that these practices are still problematic. Given the relevant changes in policy and practice in higher education systems and the call f…
Psychology (7 works) · Student Assessment and Feedback (7 works) · Mathematics education (5 works) · Pedagogy (5 works) · Literacy (4 works) · Computer Science (3 works) · Educational Assessment and Improvement (3 works) · Higher Education Learning Practices (3 works) · Reflective Practices in Education (3 works) · Educational assessment (2 works)