A multidimensional evaluation model for secondary school: towards a paradigm shift for vertical continuity

Abstract

With the introduction of the new descriptive evaluation in primary school, a pedagogical debate has opened up aimed at overcoming the traditional evaluation model and soliciting continuity between the different school grades, thanks to a qualitatively transformative "common evaluation culture".

The present research-training work experiments in a high school in Castel San Giovanni (PC) a path of reflection on values, practices and tools for a multidimensional evaluation. The research, still ongoing, will see the creation of 2 focus groups, one initial and one final, aimed at a class council, to investigate how teachers' perceptions and beliefs, with respect to the evaluation practices in use, have changed thanks to the research - training and the new evaluation practice. The experimentation will continue in the lower secondary school “A. Manzoni” (RE), verifying whether and in what sense there is a transformation of the paradigms and of the evaluation practices in both cycles.