Assessment experience and conceptions of assessment: An empirical research with prospective secondary school teachers


The paper concerns an observational-correlational research aimed at detecting the “profile” of conceptions about assessment of the aspiring secondary school teachers enrolled in PF24 provided by the University of Bologna. The research was initiated in A.Y. 2020/21 and continued in A.Y. 2021/22, involving a sample of 461 participants. In both years, the data were collected through an online questionnaire administered at the beginning of the training. The focus is specifically placed on the analysis of data regarding the relationship between conceptions of assessment and experience of school assessment as students. The results highlight the importance of considering and reflecting on the prior experiences and views of assessment of prospective teachers in order to promote the development of assessment competence in pre-service teacher education.