La valutazione formativa: risorsa per l’apprendimento. Cosa ci ha insegnato l’emergenza?

In recent decades, the education and training system has undergone profound transformations, placing the focus on the methodologies, tools, and purposes of assessment. No longer regarded solely as a means of measuring outcomes, assessment is now increasingly seen as a strategic lever to support and enhance learning. In particular, formative assessment emerges as a key instrument for addressing the growing complexity and diversification of educational needs in an ever-evolving social and technological context.
Learning can no longer be conceived as the mere transmission of content, nor assessment reduced to final verification. Formative assessment, by contrast, supports students throughout their learning journey by providing continuous feedback that enhances motivation and fosters critical reflection. At the same time, it enables teachers to gather meaningful information to improve their instructional practices, contributing to the development of their identity as reflective practitioners. The focus thus shifts from results to processes, making the learning process itself a subject of assessment.
The COVID-19 pandemic underscored the urgency of adopting more flexible assessment approaches. Distance learning highlighted the essential role of formative assessment in maintaining the educational relationship and supporting learning in the absence of physical presence. It also raised important questions about equity, access, and continuity, further fueling the debate on effective assessment strategies.
Finally, teachers’ beliefs play a crucial role. Aligning these beliefs with more inclusive models requires continuous professional development and critical reflection, which are essential to innovating both teaching and assessment practices. Within this framework, formative assessment—alongside standardized data—can become a valuable resource for learning, promoting inclusion, personal growth, and active participation.