The year 2020 was a time of profound changes for elementary school support teachers, first with the d. interm. n. 182 and then with the O.M. n. 172, the latter introduced the descriptive assessment for each school discipline in place of the grade in tenths, in the periodic and final assessments of pupils' learning (Baldassarre & Forliano, 2022). Assessment is a central event in the teaching-learning process and possesses a powerful formative action to fill the gaps between pupils’ acquired and the expected learning (Grion & Restiglian, 2019). It is a process of gathering information useful for conscious educational decision-making (Savia, 2016), in a formative function (Nigris & Agrusti, 2021). This paper aims to detect the perceptions of support teachers related to the (Ianes, Cramerotti, Fogarolo, 2021a) inclusive evaluative culture in primary school, observing the changes that the pupil makes and evaluating not only what the pupil knows and can do but rather how he or she manages to do it (Ianes, et al, 2019).
Il 2020 è stato un anno di profondi cambiamenti per i docenti di sostegno della scuola primaria, prima con il d. interm. n. 182 e poi con l’O. M. n. 172, quest’ultima ha introdotto il giudizio descrittivo per ciascuna disciplina scolastica in sostituzione del voto in decimi, nelle valutazioni periodiche e finali degli apprendimenti degli alunni (Baldassarre & Forliano, 2022). La valutazione rappresenta un momento centrale nel processo di insegnamento – apprendimento e possiede una potente azione formativa per colmare i gap tra gli apprendimenti acquisiti dagli alunni e quelli attesi (Grion, Restiglian, 2019). È un processo di raccolta delle informazioni utili alla presa di decisioni didattiche consapevoli (Savia, 2016), in funzione formativa (Nigris & Agrusti, 2021). Il presente contributo mira a rilevare la percezione dei docenti di sostegno relativa alla cultura valutativa (Ianes, et al, 2021a) inclusiva nella scuola primaria, osservando i cambiamenti che l’alunno compie e valutando non soltanto ciò che l’alunno sa e sa fare ma come riesce a farlo (Ianes, et al, 2019).
The new assessment in primary schools: the perception of support teachers
Michele Baldassarre
;Maria Sacco;
2023-01-01
Abstract
The year 2020 was a time of profound changes for elementary school support teachers, first with the d. interm. n. 182 and then with the O.M. n. 172, the latter introduced the descriptive assessment for each school discipline in place of the grade in tenths, in the periodic and final assessments of pupils' learning (Baldassarre & Forliano, 2022). Assessment is a central event in the teaching-learning process and possesses a powerful formative action to fill the gaps between pupils’ acquired and the expected learning (Grion & Restiglian, 2019). It is a process of gathering information useful for conscious educational decision-making (Savia, 2016), in a formative function (Nigris & Agrusti, 2021). This paper aims to detect the perceptions of support teachers related to the (Ianes, Cramerotti, Fogarolo, 2021a) inclusive evaluative culture in primary school, observing the changes that the pupil makes and evaluating not only what the pupil knows and can do but rather how he or she manages to do it (Ianes, et al, 2019).I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
