Di quale valutazione fanno esperienza gli studenti universitari? Primi esiti da una ricerca esplorativa

In the scientific debate assessment is considered a co-extensive dimension to the learning process and a driver to promote it; at the same time, teaching how to assess and self-assess is an expected result for the university training in order to assure students lifelong learning. In this conceptual framework the empirical research aims to describe students’ assessment experience paying attention to the implications due to pandemic. Thanks to students’ voice perspective they are considered as competent actors able to suggest ideas for outlining improvement paths. The evidence collected on the field gives a lights and shadows portrait; overall, we have to work both on representations as well as practices: to make assessment for learning practices systematic, sustainable and recognizable by the students it’s necessary a joint effort of the different actors taking into account all aspects involved (scientific, didactic, organizational).