Descriptive assessment as educational feedback: experiments in upper secondary education

Abstract

This paper summarizes the findings of two studies on assessment and educational innovation in secondary
schools. The projects involved using descriptive assessment alongside numerical assessment and introducing selfassessment and peer assessment practices to develop students’ metacognition, autonomy, and self-efficacy,
strengthening self-esteem, motivation, and interpersonal skills while simultaneously reducing performance anxiety
and the risk of dropping out. With this model, students become active agents in the assessment process, where
feedback represents a learning opportunity. The interventions are based on the paradigm of formative assessment and evaluative fairness, drawing on evidence that shows how such practices foster self-regulation. Through various surveys, the research, conducted in collaboration with the Morgagni and Peano high schools in Rome, provided valuable insights into the potential of formative assessment and the methods of educational innovation capable of meeting students’ real educational needs.