“Le pratiche Valutative nella Scuola Secondaria Superiore”

The study presented in the article investigated how the evaluation of learning takes place in schools, with particular attention to student-teacher interaction in the classroom. The use of the case study approach and the triangulation of the various instruments used led to finding certain evidence, such as the prevalence of the affective-relational component of evaluation and the lack of an effective and comprehensive exchange of information between teachers and students on evaluation procedures and criteria, with the resulting student resistance to doing assessment tests. The evidence is consistent with what is reported in the literature and perhaps explains why evaluation is still not fully used as regards learning motivation and thus of academic achievement; this is a determining factor for the quality of the school system as a whole.
Keywords: evaluation practices, learning, motivation, secondary schools, student-teacher interaction.