L'Ordinanza 172/2020 e la valutazione nella scuola primaria
la proposta di un modello di ricerca-formazione
DOI:
https://doi.org/10.7346/PO-012022-12Keywords:
Primary school, Evaluation, Teachers’ professional development, Research-Training, Formative assessmentAbstract
The Ministerial Decree 172/2020, that replaces the numerical grade with the descriptive judgment, has produced an important change in the methods of evaluation in primary school. The ministerial guidelines underline the formative character of assessment and set as its object in the learning process examined through 4 dimensions: situation, resources, autonomy, continuity. From the point of view of docimology and didactics, there is a strong reference to elements and processes such as formative evaluation, socio-constructivist teaching and the practice of observation. The Ministerial Decree represents a challenge for the schools, also in terms of a need for a specific training. This paper presents a research-training path developed and proposed to schools, through the involvement of teachers in seminars, laboratories and collaborative researches.
