Emotional Feedback in evaluation processes: Case studies in the University context

Abstract

In the face of the growing number of students with disabilities enrolled at the University, it is necessary to rethink the educational and teaching proposals from an inclusive perspective. This necessarily implies careful planning of even one of the most delicate phases of the teaching and learning process for all students: the final exam of a discipline. An event full of expectations and anxieties, very often attention to the construction of a welcoming environment becomes essential to provide the basis for a welcoming atmosphere and success, especially for students with Specific Learning Disorders (SpLDs) or disabilities. Therefore, this contribution, starting from a pilot study conducted by the University of Macerata, analyzes the role of Emotional Feedback in the assessment procedures in university contexts.  

Orientare i giovani. Una responsabilità educativa e pedagogica per costruire traiettorie formative sostenibili

“…Difatti, ai bambini stanno più di tutto mancando quei segnali rassicuranti provenienti dai volti delle madri e delle educatrici che spingono a esplorare il mondo con fiducia a causa della distanza sociale e delle mascherine indossate da oltre due anni, e agli studenti la disponibilità emotiva dei loro insegnanti attraverso la quale è possibile imparare a gestire le emozioni e di conseguenza ad avere una "certa presa" sugli eventi specie se imprevisti (Mengoni et al 2021;Romeo, 2021c).…”