Educational assessment in secondary school: Preliminary findings from a Research-based Teacher Professional Development

Abstract

Formative assessment can positively impact students’ and teachers’ well-being and school experiences. This paper presents preliminary findings from a Research-based Teacher Professional Development conducted with secondary school teachers in the province of Rieti, who adopted an approach to ongoing classroom assessment based on descriptive feedback. Specifically, the study presents the results of a questionnaire administered to students to investigate significant aspects of school well-being and classroom experience. The main differences between students whose teachers used ongoing assessment without grading and those who continued with traditional assessment activities were explored.

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