The new assessment in primary schools: the perception of support teachers


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 pupils' learning (Baldassarre & Forliano, 2022). Assessment is a central event in the teaching-learning process and possesses a powerful formative action to fill the gaps between pupils’ acquired and the expected learning (Grion & Restiglian, 2019). It is a process of gathering information useful for conscious educational decision-making (Savia, 2016), in a formative function (Nigris & Agrusti, 2021). This paper aims to detect the perceptions of support teachers related to the (Ianes, Cramerotti, Fogarolo, 2021a) inclusive evaluative culture in primary school, observing the changes that the pupil makes and evaluating not only what the pupil knows and can do but rather how he or she manages to do it (Ianes, et al, 2019).