Formative assessment in Emergency Remote Teaching. Study of teachers’ beliefs and practices

The contribution presents a multiple case study of three all-inclusive schools in Lombardy aimed at observing and describing their context, teachers’ beliefs, and practice statements about formative assessment, learning, and student engagement in the Emergency Remote Teaching activated during the critical period of the Covid-19 pandemic, and the relationship between them and the context. Specifically, the qualitative-quantitative analyses carried out on the results emerging from the semi-structured interviews conducted with Headmasters, document analysis (the three-year plan of educational offerings, self-evaluation report, circulars, policy acts etc.), the questionnaire submitted to teachers, and focus groups conducted with the HM, the internal evaluation team and selected teachers by school order will be presented. The case study is part of a larger research project of which hints will be provided in the presentation.