L'Embodied Assessment Model
ripensare la valutazione tra Embodied Education e Universal Design for Learning
Parole chiave:
Embodied Cognition; Embodied Education; Assessment for Learning; Universal Design for Learning; Multimodal Assessment., Embodied Cognition; Embodied Education; Valutazione per l'apprendimento; Universal Design for Learning; Valutazione MultimodaleAbstract
Il contributo propone l’Embodied Assessment Model (EAM) come cornice teorico-metodologica per ripensare la valutazione nella scuola del primo ciclo alla luce di Embodied Cognition, Embodied Education e Universal Design for Learning (UDL). Il lavoro evidenzia il disallineamento tra pratiche didattiche esperienziali, corporee e multimodali e sistemi valutativi ancora centrati su prove verbali e standardizzate. Attraverso una revisione della letteratura si sostiene che la conoscenza sia un processo incarnato, situato e relazionale e che le evidenze valutative debbano includere dimensioni corporee, interattive e riflessive. L’EAM si articola in tre dimensioni interdipendenti: assessment of action, assessment of interaction e assessment of reflection, che consentono di osservare i processi di apprendimento oltre il prodotto finale. Viene inoltre proposta una rubrica operativa (EAM Rubric) per supportare l’osservazione e la documentazione formativa nei contesti scolastici. Il contributo si configura come proposta teorico-concettuale di tipo non sperimentale, da sottoporre a future validazioni empiriche nei contesti scolastici, con attenzione alla formazione docente e alla sostenibilità degli strumenti valutativi.
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