Assessment from primary to secondary school

Abstract

The topic of assessment has returned to the forefront of educational debate in recent years. While grades represent the primary quantitative indicator for conducting assessment of learning, aimed at providing as objective as possible a representation of the results achieved by students at the end of an educational journey, assessment for learning primarily aims to promote the improvement of student learning. Furthermore, assessment for learning is often associated with assessment as learning , which is a form of assessment that is itself a learning moment because the student personally monitors their own learning, implementing metacognitive processes. In the past two years, several valid manuals have been written by key authors to support teachers in moving increasingly towards assessment for learning.