The article presents the theoretical-conceptual framework of an empirical research. It aims to examine the conceptions that a non-probabilistic sample of future teachers, in training, have about assessment: for example, the assessment of the learning product with reporting purposes is considered…

The adoption of the transition from grading to a descriptive evaluation in primary schools, introduced by Ministerial Order 172 of 2020, represents a significant opportunity (Piscozzo & Stefanel, 2022) for teachers to reshape their assessment methods. The evaluation model proposed by current…

The focus of the paper is an observational-descriptive study of three comprehensive schools in the Lombardy Region. It examines: the context in which teachers worked during the COVID-19 pandemic, their beliefs and practices regarding formative assessment, student learning and engagement during ERT,…

The year 2020 was a time of profound changes for elementary school support teachers, first with the d. interm. n. 182 and then with the O.M. n. 172, the latter introduced the descriptive assessment for each school discipline in place of the grade in tenths, in the periodic and final assessments of…

Vocational Education and Training (VET) aims to prepare young students for the labor market by jointly promoting vocational and transversal competences. Some of the most transversal ones, such as the Citizenship Competence (Council of the European Union, 2018), are particularly important in…

The article examines a project carried out in collaboration with U.S.R. Toscana in the 2020-21 school year. The researchers designed three actions - research, training, consultancy - and analyzed 15 assessment practices in the context of the primary evaluation reform decreed by the O.M. 172/2020. A…

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,…

The paper reflects on the formative potential and the limits of a typology of feedback scarcely explored in the literature, the collective feedback in the field of online education. The study evaluates the quality of formative feedbacks in a Professional Development Program on school evaluation…

The paper presents the results of a first exploratory survey on an innovative teaching project, created on the initiative of some teachers interested in practicing formative and orienting assessment with strength and continuity, as well as inclusive pedagogical methodologies. The project – “The…

Through the self-evaluation process, the student makes a judgment on his or her learning, analyzing the differences between the expected objectives and the results obtained. However, it is the teacher who must educate the student in self-assessment through self-analysis tools, such as cognitive…