The transition from grades to descriptive assessment in primary school. A Research-Training experience in a Roman institute in the first months of implementation of the reform (February-June 2021).

Abstract

This paper returns the outcomes of a Research- Training work coordinated by the chair of Experimental Pedagogy and School Evaluation at the University of Roma Tre with elementary school teachers in the period February-June 2021, i.e., in the first months after the issuance of Ministerial Order 172-2020. The discussion with teachers concerned their perceptions on critical aspects and strengths of abandoning the numerical grade, such as effectiveness for learning, validity, equity, sustainability and coherence of the change, the activities initiated in the institutions for the revision of curricula, for documentation, for communication to pupils and families. The survey was followed by Research- Training, carried out from the authentically perceived training needs of the teaching staff of a Roman comprehensive institute.