The challenge for teachers: from traditional assessment to assessment for learning, between conceptions and good practices


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 more important than formative assessment (Brown, 2006; Vannini, 2012; Brown, Gebril & Michaelides, 2019). The general objective of the research is to encourage their overcoming to prevent the implementation of formative assessment practices from being impeded by them (Scriven, 1967; Bloom, Madaus & Hastings, 1971; Barbier, 1977; Falcinelli, 1999). The interest on this topic is linked to the following consideration: although circularity in assessment has been recognized and the need to implement assessment for learning has emerged (Black et al., 2003; Sambell, McDowell & Montgomery, 2012), teachers favor only summative assessment with a certification function (Bellomo, 2016; OECD, 2019).