Call for Thematic Dossier 2025

2024-06-11

Páginas de Educación calls authors interested in submitting their articles for the dossier Formative Evaluation in Specific Disciplinary Contexts: Scopes and Challenges, to be published in the January-June 2025 issue.

Guest co-editors: 

Rebeca Anijovich (Universidad San Andrés, Argentina). Specialist and master's degree in Training of Trainers from the University of Buenos Aires. Director of the University Professorship at the University of San Andrés. Postgraduate teacher at Flacso and Udesa. Pedagogical advisor in schools in Peru, Uruguay and Argentina. Author of numerous publications on reflective practice, formative evaluation and teacher training.

 Juan Fraile (Francisco de Vitoria University, Spain). Professor and researcher at the Universidad Francisco de Vitoria (Madrid, Spain). He has published articles in high impact journals, participated and directed projects funded by the National R&D Plan, the European Union and other private entities.

Date of publication: issue 18(1) of January-June 2025

The journal Páginas de Educación invites researchers to contribute empirical studies that explore formative assessment in specific disciplinary contexts. We are particularly interested in papers that draw on models of informal formative assessment (Ruiz-Primo, 2011), Hattie and Timperley's (2007) model with its three key questions as a guide to foster formative assessment (teacher to student, student to student, or student reflecting on their own learning), Popham's transformative assessment model, and Wiliam and Thomson's (2007) model of five key formative assessment strategies.

We seek to highlight research that examines in particular three components of formative assessment:

  • Teacher-student feedback.
  • Peer-to-peer feedback or co-assessment.
  • Active student involvement toward deep learning goals.
  • Student self-assessment

Likewise, in a broad sense of teacher-student feedback, we are interested in receiving studies that address dialogues and conversations that teachers plan to help their students progress in their learning (Ruiz-Primo, 2011).

We value studies that present evidence from learning experiences situated in specific disciplinary contexts, such as mathematics, foreign languages, social sciences and natural sciences. They can be located at any stage of schooling, but we value those that are situated in secondary and university contexts. 

We are interested not only in highlighting successful experiences, but also in analyzing the challenges and difficulties that emerge during their implementation in real practice. We want to contribute to a better understanding of implementation in real classrooms, as well as the impact that this practice can have on motivation and academic learning, among others.

We are especially interested in research that uses teacher-student data triangulation and mixed methodologies to offer new perspectives on formative assessment. We encourage the submission of studies conducted in ecological contexts that involve the active participation of teachers and data collection in authentic settings.

Authors are invited to submit their abstracts for consideration in this thematic dossier, with a maximum of 1000 words.

References

Ruiz-Primo, M. A. (2011). Informal formative assessment: The role of instructional dialogues in assessing students’ learning. Studies in Educational Evaluation, 37(1), 15-24. 

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. 

Wiliam, D. (2010). An integrative summary of the research literature and implications for a new theory of formative assessment. Handbook of formative assessment, 18-40. 

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IMPORTANT DATES 
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  • Opening of call for papers: June 5, 2024
    Submission of abstract of a maximum of 1000 words to the Education Pages e-mail (paginas@ucu.edu.uy), in Spanish or English, indicating at least: 1) the problem addressed, 2) the context in which it is studied, 3) the methodological approach, 4) the results, and 5) the practical implications. 
  • Deadline for submission of abstracts: July 15, 2024.
  • Co-editors' response to submitted abstracts (acceptance or rejection): August 15, 2024
  • Article submission through the Education Pages platform, in Spanish or English, in accordance with the journal's editorial policies, for double-blind review: November 15, 2024.
  • Double-blind review and evaluation opinion (acceptance, minor revisions, major revisions, rejection): March 10, 2025.
  • Submission of the corrected article according to the evaluation report: April 1, 2025.
  • Publication deadline: June 2025 (continuous publication).

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CONTACT 
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Scientific Editor in charge: Dr. Alejandra Balbi (abalbi@ucu.edu.uy)

Online platform of the journal: Páginas de Educación 

Editorial policies: About the journal

Guidelines for article submission: Submissions

E-mail: paginas@ucu.edu.uy