In the framework of didactic-educational design, assessment, considered in its constructive function of the formative process (Scriven, 1967), can activate forms of complex cognitive interaction between teacher and student (Trinchero, 2023) and generate feedback useful for forms of…

The recognition of an active and co-responsible role of learners in assessment has grown in importance over time. In particular, the “assessment as learning” approach highlights how assessment processes contribute to the developing of learners’ competences and engagement. In recent years,…

Feedback is considered as a primary component in formative assessment, as well as one of the factors that has a great influence on student learning. The paper aims to illustrate and evaluate the results of an investigation in which the use of feedback, and in particular peer feedback, is promoted in…

This contribution aims at reflecting on a revision of the idea of evaluation in compulsory schooling, starting from the perspective of Assessment as Learning, according to which the evaluation is itself a didactic action, a constant and progressive learning tool. It is described a part of the…