What do students think about evaluation at school? And teachers in training? Reflections and meta-reflections for well-being at school


In the school context, learning to understand the reason for an evaluation is certainly one of the most arduous challenges that students try to accomplish on a daily basis. The active guidance of teachers can effectively help in this continuous reflection that accompanies each person throughout their entire life. Learning to reflect on the meaning of an evaluation helps to address the metacognitive process of self-evaluation, understood as a skill to be built daily in the search for a state of well-being. This article aims to reflect on the importance that students and teachers give to evaluation today, analyzing personal representations with respect to the evaluations of learning and school performance, family expectations and the influences given by the social context, in parallel with the presentation of the results of a guided cognitive meta-reflection on the topic by teachers in training and students of an Italian middle school.