“Assessment is fair if…”.
A case study with primary school teachers
DOI:
https://doi.org/10.7346/sird-012023-p144Keywords:
Assessment, primary school, justice, fair assessment, case studyAbstract
La ricerca si è posta l’obiettivo di indagare le culture valutative degli insegnanti attraverso uno studio di caso in una scuola primaria di un Istituto comprensivo. Quali sono i significati attribuiti dai docenti alla valutazione? Quali sono i significati dati dai docenti alla valutazione attenta alle differenze? Quali pratiche di valutazione vengono messe in atto nel contesto specifico dell’Istituto in oggetto? Questi gli interrogativi che hanno guidato l’indagine e che hanno permesso di far emergere pensieri e significati legati al processo valutativo. Si tratta di uno studio che si muove in due direzioni: da un lato, l’intenzione di contribuire allo sviluppo di una consistente mole di dati sulle culture valutative, ossia i significati su cui costruire le procedure e le prassi, per supportare lo sviluppo professionale così come la formazione iniziale degli insegnanti; dall’altro, l’opportunità di esplorare la connessione tra la dimensione dell’attenzione alla diversità e quella della giustizia nell’ambito della valutazione. Quest'ultimo aspetto intende cogliere una prospettiva che sta investendo il discorso valutativo con ciò che viene definito ‘fair assessment’.
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