Evaluation of learning in primary school

Abstract

The Italian primary school is experiencing a transition path with respect to assessment practices relating to the learning processes of pupils. Ministerial Ordinance 172, issued in December 2020, in fact marked a change of direction from the use of votes to the formulation of evaluative judgments, thus intending to focus attention on the formative function of the evaluation. But this regulatory transition does not necessarily correspond to an automatic change in the practices carried out daily at school. Among the many opportunities for discussion, training and documentation that accompanied the introduction of this regulatory element, three texts are proposed which, addressing this passage from three different but integrated points of view, can prove useful both for teachers in service dealing with the application of this rule of law in their own practices, both for primary education science students engaged in the development of assessment and feedback skills.