La valutazione come promozione dell’autoregolazione e della sostenibilità dell’apprendimento: un’indagine nazionale sulle concezioni e le strategie valutative degli insegnanti

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Abstract
Research in the field of assessment has long emphasized the need to involve students as co-responsible in evaluative processes, also in relation to the opportunity to promote self-regulation skills in learning, essential for learning that can continuously renew and adapt to different circumstances and moments in life. The essay outlines a research path with a dual purpose: addressing the need for conceptual clarity in assessment approaches, especially in the realm of so-called “formative” assessment, to ensure consistency in applications and measurements in educational research; examining the gap between the theory of assessment and its application in school classrooms.

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