Despite the evolution of docimological studies, the transition from a solely summative approach to its integration with formative assessment practices (Scriven, 1967; 1991; Bloom, 1969; Bloom, Madaus & Hastings, 1971; Barbier, 1977; Falcinelli, 1999) still represents a challenge for teachers…
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…