La percezione degli insegnanti sulle funzioni della valutazione e sul potenziale trasformativo e metacognitivo del feedback

Abstract

The article aims to explore teachers' conceptions and ideas about assessment through the integration of two instruments, administered to a sample of 77 teachers, in order to elicit and detect their beliefs and describe their personal experiences: a closed-ended Likert scale questionnaire and an open-ended questionnaire focusing on formative evaluation and feedback. The closed-ended responses allowed for the classification of the evaluative attitudes of the teachers involved, based on the functions they attributed to assessment. In contrast, the comparison with the open-ended responses provides a narrative of their ideas on assessment. From the initial results, it is possible to identify some persistence of an underlying scepticism towards assessment, but also reflections on the transformative value of the evaluation process in teachers' practices. Feedback, in its recursive and reflective conception, still remains in the background.