Promuovere l’autovalutazione: dal setting formativo all’aula scolastica

The scientific literature agrees on the need to strengthen the alliance between learning and assessment since the latter plays a strategic function in directing towards deep training experiences or towards superficial acquisitions. Likewise, there is consensus in recognizing the ability to evaluate and evaluate oneself as a life skill for making informed decisions, critically exercising one’s rights and governing complexity. From this perspective, it becomes urgent to consider (self-)evaluative competence as an educational objective for the school system starting from childhood. The current national regulations open up interesting work spaces in this direction; however, to take these opportunities, teachers need to be well trained. Having personal self-evaluation experience in pre-service training can act as a facilitating factor in didactic transposition into classroom context. To study this hypothesis, empirical research was conducted by administering a semi-structured questionnaire to future teachers attending their pre-service training. The results show a weak diffusion of self-evaluation practices in the university educational path and, more generally, a limited presence of evaluation practices that enhance student agency. The reflection on the field data in relation to the theoretical-conceptual framework coming from the literature highlights a gap between “declared” and “acted”.