Synthetic judgements in primary school. Practical suggestions for periodic, final and ongoing assessment

Abstract

Starting from a reflection on the main results of an exploratory research involving four primary schools in Emilia-Romagna and on the evidence emerging from other empirical research concerning the difficulties in understanding and applying the assessment system defined by Ministerial Order no. 172/2020, the article presents an analysis of the elements of discontinuity and continuity
between this system and the one established by the recent Ministerial Order no. 3/2025, which introduced synthetic judgements in the periodic and final assessment in primary schools. In this regard, the paper proposes practical suggestions aimed at supporting schools and teachers in the interpretation of the new regulation and in the implementation of periodic and final assessment and ongoing assessment.