The Future of Education

Assessment is a key factor in learning and personal growth [1]. In addition to traditional approaches such as summative and formative assessment [2] [1], recent research highlights the benefits of New Assessment Practices (NAP) [3]; [4]. However, the Italian context seems largely anchored to traditional models, particularly the dominance of summative assessment, but there are no studies investigating assessment practices in schools on a national level. Overcoming these models is crucial for building a more equitable, inclusive, and motivating educational system [5] [6].

This study aims to explore the assessment approaches and practices outlined in the Three-Year Educational Offer Plan (PTOF) and Self-Evaluation Report (RAV) of Italian schools. The research questions are: What conceptualizations, tools, and assessment practices emerge from schools' statements? How do these relate to the current theoretical models proposed in educational research?

A total of 726 documents from a representative sample of schools were analyzed using Atlas.ti 24 software [7]. Initial analysis shows that schools view assessment as a continuous and integrated process of learning, but NAP practices, and in particular student involvement in the assessment process, are limited. In reference to this results, pedagogical considerations are proposed in conclusion.