The present work consists of a study on the broad topic of learning assessment in schools in the first and second cycle, except for pre-school, from a formative perspective. An attempt will be made to understand the meaning and value of assessment, placing this study within a historical, political and multi-perspective framework. The research therefore focuses on observing the idea of assessment from all those who experience it: teachers, students, families and school leaders. This topic has been dealt with because it is considered that school evaluation is a fundamental phase of the education process, as it can offer relevant information and contributions to improve the teaching/learning process, improve the quality of the school service, push pupils more towards learning and thus improve their life path. In this sense, the focus of the research is on formative assessment, identifying it as a central tool for keeping to the constitutional dictate that wants schools to be places of personal and social emancipation. Light is shed on the issues surrounding school assessment, also with the aim of preventing the various forms of assessment from remaining operations of little use for improving the learning of all pupils. The objectives, set out in the initial research design, which were then maintained and illustrated specifically in Chapter V, are four: to analyse teacher training in terms of learning assessment; to analyse teachers' attitudes towards student assessment, procedures, tools, timing and methods; detect dedicated modes of communication with families and students; observing teachers' emotional experience of assessment. The work is divided into two parts: one theoretical and one qualitative/exploratory investigation. The last pages collect the conclusions that refer to future in-depth studies and possible developments of improvement interventions in school contexts for a more aware and effective assessment practice.

Pensare la valutazione: un’esplorazione tra soggetti e contesti.

Palazzi, Maruska
2022

Abstract

The present work consists of a study on the broad topic of learning assessment in schools in the first and second cycle, except for pre-school, from a formative perspective. An attempt will be made to understand the meaning and value of assessment, placing this study within a historical, political and multi-perspective framework. The research therefore focuses on observing the idea of assessment from all those who experience it: teachers, students, families and school leaders. This topic has been dealt with because it is considered that school evaluation is a fundamental phase of the education process, as it can offer relevant information and contributions to improve the teaching/learning process, improve the quality of the school service, push pupils more towards learning and thus improve their life path. In this sense, the focus of the research is on formative assessment, identifying it as a central tool for keeping to the constitutional dictate that wants schools to be places of personal and social emancipation. Light is shed on the issues surrounding school assessment, also with the aim of preventing the various forms of assessment from remaining operations of little use for improving the learning of all pupils. The objectives, set out in the initial research design, which were then maintained and illustrated specifically in Chapter V, are four: to analyse teacher training in terms of learning assessment; to analyse teachers' attitudes towards student assessment, procedures, tools, timing and methods; detect dedicated modes of communication with families and students; observing teachers' emotional experience of assessment. The work is divided into two parts: one theoretical and one qualitative/exploratory investigation. The last pages collect the conclusions that refer to future in-depth studies and possible developments of improvement interventions in school contexts for a more aware and effective assessment practice.
2022
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11576/2701852
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