TEACHING AND ASSESSMENT: TOWARD EXPERIMENTATION OF CONSISTENT PROCEDURES

R. Tammaro, A. D'Alessio, A.M. Notti

University of Salerno (ITALY)
Reflexivity, awareness, sharing are the key words of the recent conception of assessment and evaluation competence of students learning.
The innovations that have been made since the 70 's in the Italian education and training system have imposed a profound rethinking of school evaluation functions. Until yesterday, school assessment indicated the act and the effect of assessing cognitive learning outcomes students ', whereas today its meaning includes next to these results, the evaluation of the educational institution as a whole, both at the micro-level, i.e. a single Institute, and at the macro-level, i.e. system. In particular, it was pointed out that the profit feedback function is only one of many features evaluation should fulfil.
Therefore, the traditional evaluation task, carried out monitoring knowledge and skills levels acquired by students at the end of a teaching – learning path, has been supported by a complex adjusting and interpretation process engaging the school context and actions of his characters at various degrees. In this new perspective learning outcomes should be undertaken as formative action outcomes from which it is possible to detect critical points of the school as a whole and enable improved actions needed.
School assessment will be considered as an essential aspect to promote person's education geared not only to learn, but also to his human, relational and social competence. In fact, through the measure of what and how to learn, each student reaches his self-awareness gradually and strengthens his self-confidence and autonomy and hence he also derives competence to act for his own well-being and for the common good. It is a pedagogical vision that highlights crucial aspects such as the centrality of the person, the teacher and student relationship that does not involve only the knowledge and the know-how, but people in their uniqueness, including the emotions of someone who learns and who teaches.
These considerations have led the search treated, which has seen protagonist secondary school teachers, belonging to two different disciplines (scientific and humanistic) engaged in filling out a questionnaire used as a tool to understand how and what it takes in the order of instruction to which they belong. Central interest was also to take differences or similarities between evaluative practices used by teachers belonging to different disciplines, in order to understand if the membership rules can affect the evaluation mode used.
The research made it possible to understand how when the act of evaluating becomes a path and no formal documentation, but custom, the ' obsession ' of ' profit ' pricing becomes incompatible with the person's education and assess takes that character education which qualifies each and every teaching interpersonal relationship in the system of education and training.
In such context, the assessment becomes part of each person educational goal, it is no longer a simple medium, nor it is reducible to a bureaucratic or a mere formal compilation.