The Self-Assessment of DADA Schools: RAV reports between Key Competences and Learning Environment

Abstract

This paper considers the use of RAV (Rapporto di Autovalutazione, Self-Assessment Report) in the context of four DADA schools (Didattiche per Ambienti Di Apprendimento, Didactics for Learning Environments). A specific analysis is made of the self-assessment carried out in two successive periods, considering the evolution of the scores and related reflections reported in the RAV reports. Aspects related to “Key competences” and the “Learning environment” are examined in more depth, as they are priority objectives for DADA schools. The selfassessment carried out in the rubrics allows for a joint school-university reflection on the meaning of evaluation itself, aimed at defining a shared and informed improvement path and at improving the professionalism of teachers and school leaders