What Technology Enhanced Assessment and Feedback Practices do Italian Academics Declare in Their Syllabi? Analysis and Reflections to Support Academic Development

Nowadays there is a growing attention to teachers’ and students’ digital competencies in this developed and digital world. Some important theoretical frameworks underline the importance of the development of these new skills, such as DigCompEdu [1] as well as the framework for the development of data literacy for educators [2]. These frameworks are at the bases of our research which is focused on higher education, with particular attention at the university teachers digital and technological competencies. One area that is relatively new and less researched is that of assessment and feedback, namely which use of technology is adopted in evaluative practices. The contribution aims to investigate, in the Italian context, teachers’ use of technology-enhanced assessment and feedback assessment practices throughout the implementation of a syllabi analysis.