How much do you give me? or How do I improve? - Building evaluation rubrics to support evaluation for learning.

Abstract

The training research presented below is a methodological characterization of doing research in schools and with teachers, mainly and explicitly oriented to the training/transformation of educational and didactic action and to the promotion of teacher reflexivity. The R-F illustrated, was born from the need expressed by three Piedmontese comprehensive schools to deepen the theme of evaluation and at the same time train a part of the teaching staff, employed in primary school, so that they would become able to competently face the challenge posed by the ministerial ordinance n.17 of 4 December 2020, using the tool of the evaluation rubrics.

In the Italian school systems models of evaluation rubrics are spreading which only formally fulfill the functions of evaluation for learning; in fact, these are prospectuses with generic learning descriptors, applicable to any context and difficult to use in an intersubjective comparison. They are mostly fulfillment responses aimed at declaring the presence of an evaluation rubric, without however declaring positions with reference to the evaluation criteria adopted within the school context. The contribution illustrates the tools and results of the survey and highlights the role of training in supporting the construction of evaluation designs to support learning.