Valutare per includere: prospettive e sfide di equità a scuola

This paper explores the role of assessment in education, comparing traditional approaches (such as summative evaluation) with more inclusive and formative models. It critiques the excessive emphasis on measurable and standardized outcomes, which risks instrumentalizing learning, reducing it to rote memorization, and marginalizing individual differences. The contribution argues that effective assessment should focus on the learning process, value error as an opportunity for growth, and employ descriptive and personalized feedback. The formative approach seeks to foster students’ critical autonomy, metacognitive awareness, and inclusion, countering selective and competitive logics that fuel anxiety, demotivation, and inequality. The importance of equitable educational contexts is emphasized, achieved through differentiated instruction, attention to individual needs, and the active involvement of students in setting learning goals. The pedagogical challenge that emerges is to reframe assessment as a tool to support each student’s potential, moving beyond reproductive models toward a responsive, dialogic, and process-oriented practice of subjectivation.