School Communities And Educational Evaluation: Reflections, Experiences, Perspectives

Abstract

The contribution aims to return the perspective of school communities – principals, teachers, students, families, and educational staff – in relation to the reflection made on the issues of instructional design and assessment from an educational perspective. In particular, it is intended to re-flect on design and assessment practices that can support students’ awareness of the pathways that involve them. This intentionality involves reflection on emerging needs within the school and perceived crises in the spaces of relationships between various actors, starting with social actors’ perceptions of their own roles. How to construct useful in-itinere feedback to guide learning, that is, characterized by timeliness, clarity and participation, coherence and future orientation? How do we propose activities that do not fuel a climate of competition among students? We draw attention to emerging obstacles and difficulties, but also to innovative ex-periences in design, relational, instructional and evaluative choices, with reference also to self- and peer-assessment experiences