Training in activities design and assessment based on teachers’ daily experience

Abstract

The decree 172 (12/4/2020) has accelerated docimological and didactic innovation in primary schools. The shift away from grade evaluation toward descriptive assessment, formative feedback and self-evaluation implies an active, competence-based didactic, clear in its observation tools. To walk this path effectively, teachers and trainers need to tackle complex processes. Different vision of children and learning, assessment and evaluation, connections between learning objectives, planned activities and evidence gathering are all ingredients of this complex picture. This article presents a case-study, which analyzes and reflects on this complexity to structure research-training modules for in-service teachers. It focuses on design and assessment of activities. Final aim is defining difficulties, limits and potentialities provided by the decree to design meaningful training modules for the schools.