Formative evaluation and documentation: ideas and perceptions of future teachers and graduates in Primary Teacher Education

Abstract

The guidelines on the new evaluation in primary schools require the degree courses involved in teacher training to revise courses, workshops, and traineeship programs, but also to provide training proposals aimed at in-service teachers (including tutors and newly qualified teachers) to promote the formative evaluation approach in schools. This contribution analyzes the views on evaluation of the students and graduate teachers of the Primary Teacher Education Degree Course at the University of Milan Bicocca, to describe their perceptions regarding the evaluation competencies acquired during their initial training and the critical issues emerging in schools following Ordinance no. 172. The study is based on a mixed method approach, the data being collected through a questionnaire administered to students (5th year) and through focus groups with recent graduates and those who graduated more than five years ago.