Formative assessment and feedback. Analysis of a laboratory experience in docimology

Abstract

Although docimological research has rewritten the characteristics of assessment in favor of a formative rather than a purely measuring/summative approach (Scriven, 1967; Calonghi, 1971), there is a difficulty in teaching practice in translating the principles of formative assessment into action (Black & William, 1998; Heritage, 2021).

This paper reports the results of an experiment carried out within the Docimology and Experimental Pedagogy course at the University of Palermo with 240 students in the academic year 2024/2025, in which Biggs and Collis' SOLO (Structure of Observed Learning Outcomes) taxonomy (1982) was applied. The workshop involved the use of three-level feedback forms (Hattie & Clarke, 2025).

Thanks to pre-post-test analysis and systematic observation, an improvement in student engagement was observed, as well as efficiency in the co-construction of assessment criteria and authentic assessment tools designed to promote autonomous and shared learning, metacognition, and reflection.