Verso la valutazione a sostegno dell’apprendimento. Uno studio esplorativo nella scuola primaria

Abstract

Towards Formative Assessment as Support in Learning. An Exploratory Study in Primary School

This article outlines the development of the debate on classroom assessment used to promote learning and reflective learning processes. A few examples from an exploratory study on classroom practices of assessment for learning in two primary school classes describing pupils’ beliefs and opinions about marks, mistakes, written comments/feedback and success and failure are used to discuss the relation of these facilitating or inhibiting factors to the implementation of assessment for learning in the classroom. These class interventions concerning learners’ personal assessment conceptions aimed to overcome a traditional grading assessment practice and a negative experience of mistakes in order to improve learners’ responsibility on a co-developed action plan and to enhance active involvement in the learning process. The final comment highlights the contradiction between the reintroduction of marks which fosters the use of classroom assessment primarily for grading, and the pedagogical potential of classroom assessment to support pupil learning. The article concludes by discussing the implications of the assessment culture and the importance of teachers’ professional development and change of beliefs.