Back to learning outcomes. Changes in primary school assessment
Journal title CADMO
Author/s Gabriella Agrusti
Publishing Year 2021 Issue 2021/1
Language Italian Pages 16 P. 5-20 File size 221 KB
DOI 10.3280/CAD2021-001002
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Recent changes in Italian regulations on how to express primary school students’ assessment results led to a reconsideration of the role of learning outcomes. The study offers an overview of the main innovations introduced and the results of a set of trials carried out with a sample of over 800 primary school teachers on the correct formulation of learning outcomes. Among the main mistakes in selecting representative learning outcomes, there is the con¬fusion between educational goals and observable instructional objectives, the use of verbs that require further clarifications either or the reference to too specific formulations, essentially reproducing the assessment task level.
Keywords: primary school, Italy, assessment, learning outcomes, teachers’ professional development.
- La valutazione incompresa: un'indagine esplorativa sul nuovo approccio criteriale alla valutazione periodica e finale nella scuola primaria Andrea Ciani, Alessandra Rosa, in CADMO 2/2024 pp.59
DOI: 10.3280/CAD2023-002005
Gabriella Agrusti, Per un ritorno agli obiettivi. Come cambia la valutazione nella scuola primaria in "CADMO" 1/2021, pp 5-20, DOI: 10.3280/CAD2021-001002