Thesis title: La cultura della valutazione formativa nei documenti programmatici e rendicontativi delle Scuole Statali italiane: uno studio esplorativo.
Does the formative assessment paradigm impact teachers' attitudes towards assessing their own teaching activities?
Through which assessment activities does the culture of formative assessment enter Italian classrooms and influence the teaching–learning relationship?
Considering that formative assessment is currently one of the main trends in pedagogy, how present is this culture in our school? To what extent is the use of formative assessment systemic in Italian schools, and reflected in the main assessment tools used, such as the PTOF, RAV, PdM and Rendicontazione Sociale?
These are the main research questions that this thesis attempts to answer.
The thesis focuses on formative assessment and, by presenting the results of three studies, sheds light on the following:
the majority of the sample of teachers who completed the questionnaire declared themselves in favour of teaching assessment in Italy, provided that it is a genuine formative assessment that improves professional development.
In the sample of 93 teachers, very few do not yet practise formative assessment-based teaching.
Assessment and training are among the most frequently used words in the official school documents uploaded to the Scuola in Chiaro website.
The work is not yet complete, but the contribution, although strictly exploratory in nature, will provide interesting insights into the field of educational research.