The challenges of assessment in adult education contexts: CPIA and second-level courses
Keywords:
assessment, adult education, CPIA, skillsAbstract
This article analyses the topic of assessment in adult education contexts, with particular reference to CPIA (Provincial Centres for Adult Education) and second-level courses. After providing an overview of the regulatory framework, it explores the theoretical and methodological approaches that underpin assessment practices from a formative, inclusive and guidance perspective, valuing adults' prior experiences and skills.
References
Alberici, A., Serreri, P. (2009). Competenze e formazione in età adulta. Il bilancio di competenze: dalla teoria alla pratica. Roma: Monolite.
Castoldi, M. (2009). Valutare le competenze. Percorsi e strumenti. Roma: Carocci.
Consiglio dell’Unione europea (2018). Raccomandazione del Consiglio dell’Unione europea del 22 maggio 2018 relativa alle competenze chiave per l’apprendimento permanente. Gazzetta ufficiale dell’Unione Europea, C 189 del 4 giugno 2018, pp. 1–12.
DPR 263 (2012). Regolamento relativo all’istruzione degli adulti e all’organizzazione dei CPIA. Gazzetta Ufficiale, 29 ottobre 2012.
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.
Lindeman, E. C. (1926). The Meaning of Adult Education. New York: New Republic Inc.
Porcaro, E. (2020). Il riconoscimento dei crediti per l’Istruzione degli Adulti. Torino: Loescher.
Wiggins, G.P. (1998). Educative Assessment: Designing Assessments to Inform and Improve Student Performance. San Francisco: Jossey-Bass.
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Community Notebook. People, Education and Welfare in the Society 5.0
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
