La valutazione come problema. La scuola primaria e la sfida del cambiamento

This contribution explores the results of a Teacher Professional Development Research (Asquini, 2018) to deal with the requests of the schools in the Reggio Emilia area (Italy) following the OM 172/2020 (Agrusti, 2021), that recommends that assessments in primary school respond to a formative function (Benvenuto, 2021). From a mixed-method perspective (Trinchero, Robasto, 2019), some analyses are proposed on the quantitative and qualitative data collected during the course, in order to explore the changes in the involved teachers’ representations and attitudes. The initial survey provides a general and detailed picture of the teachers’ point of view on assessment (OECD, 2014) and the final survey enriches the collection of documentation with participants’notes and questionnaires. The qualitative analysis of the open answers confirms an improvement in knowledge and agreement on the new evaluation model. This data shows a change in awareness with respect to the choices underlying the design, not as a quantitative increase in mastery, but in the articulation of the objects of interest.