Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract:
Despite the evolution of docimological studies, the transition from a solely summative approach to its integration with formative assessment practices (Scriven, 1967; 1991; Bloom, 1969; Bloom, Madaus & Hastings, 1971; Barbier, 1977; Falcinelli, 1999) still represents a challenge for teachers (Bellomo, 2016; OECD, 2019). In this context, action research was started in September 2023 at the University of Salerno. It intends to investigate the assessment conceptions of future teachers to plan interventions to overcome erroneous conceptions and to promote the development of others based on scientific evidence. This contribution talks about the results that emerged from the descriptive data analysis, collected through the administration of an already validated structured questionnaire (Brown, 2006; Brown, Gebril & Michaelides, 2019). It was compiled by students of the Models and tools for assessment course within the degree course in Primary Education Sciences.
