| TEST di autovalutazione |
| TEST di autovalutazione |
| 1 | By interpretative democracy we refer to: | ||
| A) | The fact that everyone can say whatever he/she wants without being afraid to be judged | ||
| B) | Every psycho-pedagogical and didactic-methodological dimension based on forms of learning essentially quantitative | ||
| C) | Every didactic-methodological dimension based on forms of learning essentially quantitative | ||
| D) | The fact that each student can tell its own personal school, disciplinary and personal learning styles story | ||
| 2 | School must: | ||
| A) | Stimulate and encourage the increase of narrative forms both from the pupils and teachers in the context of the different school disciplines | ||
| B) | Understand the difference between a personal interpretation and an interpretation born from the cooperation of different personalities | ||
| C) | Consider the student as an "empty jar" to be filled | ||
| D) | Focuse on the achievement of good grades | ||
| 3 | Narration is: | ||
| A) | Among the oldest acts of communication | ||
| B) | The only way for human beings to become immortal | ||
| C) | Is based on the concept of secularism | ||
| D) | Among the oldest acts of communication, and thr most evident way to human beings to become immortal beings | ||
| 4 | From our personal life stories we can deduce: | ||
| A) | The associations to the quantitative limits of good grades and perfect scores | ||
| B) | How well-constructed narratives can convey life values, criteria and models that may be acceptable as well as unacceptable | ||
| C) | How well-constructed narratives can convey life values | ||
| D) | How well-constructed narratives can convey unaccepatble life values, criteria and models | ||
| 5 | The externalizing and interpreting talent is: | ||
| A) | Intertwined withthe ideas of the collectivity | ||
| B) | Intertwined with one's idea of reality | ||
| C) | A result of a specific teaching | ||
| D) | Related to one's scholastic backround | ||
| 6 | History was and will always be in: | ||
| A) | Our history books | ||
| B) | The philosophical idea that one's own mind is sure to exist only if the person creates stable relashionships with others | ||
| C) | In the voices of the person who lived it and still live in it | ||
| D) | In the voices of the person who lived it | ||
| 7 | The absence of general narrative-activity has to do with the presence of a mentality that: | ||
| A) | Does not enhance the act of thinking and wonder in each student | ||
| B) | Is based on the concept of solipsism | ||
| C) | Does not recognize to narration its real educational potentials and considers the time invested in narration as a waste precious time | ||
| D) | Consider the student as an "empty jar" to be filled | ||
| 8 | By "Kronos" we refer to the concept of time from a: | ||
| A) | Chronological/quantitative prospective | ||
| B) | Permanent/qualitative prospective | ||
| C) | Permanent/quantitative prospective | ||
| D) | Chronological/qualititative prospective | ||
| 9 | History: | ||
| A) | To create solid relashionships among the students | ||
| B) | To enhance the act of thinking and wonder in each student | ||
| C) | Enhance the act of sharing and wonder in each student | ||
| D) | Surpasses the limits of the Kronos | ||
| 10 | Thanks to the activation and promotion of autobio-narrations, each teacher can: | ||
| A) | Move the focus of its assessments in a more quantitative direction aimed at considering the student as narrators of their lived cultural and disciplinary experiences within the specific educational context they belong to | ||
| B) | Move the focus of its assessments in a more quantitative direction aimed at considering the student as narrators of their lived cultural and disciplinary experiences within the broad educational context they belong to | ||
| C) | Move the focus of its assessments in a more qualitative direction aimed at considering the student as narrators of their lived cultural and disciplinary experiences within the specific educational context they belong to | ||
| D) | Move the focus of its assessments in a more qualitative direction aimed at considering the student as narrators of their lived cultural and disciplinary experiences outside the specific educational context they belong to | ||