Assessment as learning in university.

Build students' self-assessment skills.

Abstract

The formative assessment of learning in university teaching is often a problematic element, especially when the number of students is high. On the one hand, there is the problem of the sustainability of assessment, in terms of time and resources to be used to be able to offer students formative assessment paths characterized by rapid, timely and detailed feedback, and on the other, the problem of building the autonomy of judgment and responsibility of students for their own learning, promoting forms of assessment that make students progressively less dependent on the action of an external evaluator. This contribution presents an empirical research conducted on about 500 students enrolled in the degree course in Educational Sciences of the University of Turin relating to the adoption of a formative evaluation system for courses in the methodological area, designed to promote , in a sustainable way, the self-evaluation skills of the students.