Valutazione alternativa: un’esperienza di movimento verso nuove significazioni della scuola tra benessere e disorientamento

School wellbeing, meant as a multidimensional construct that integrates emotional, cognitive and relational components (Lucisano & Botta, 2023; Govorova et al., 2020), is strongly influenced by the assessment methods adopted, considered a pedagogical and relational act that affects students' participation, motivation and perceived sense of efficacy (De Mattos & Grion, 2017). The present qualitative research carried out in two secondary schools analysed the perceptions of students, families and teachers regarding the introduction of descriptive feedback in itinere as an alternative to grading. The thematic analysis of nine focus groups made it possible to explore the perceived impacts of this modality on the emotional dimension of the school experience. The results show a reduction in anxiety in 17.61% of the students and an improvement in well-being in 7.75%, with partial confirmation from families and some critical operational issues highlighted by teachers. Although not generalisable, the evidence suggests that alternative assessment can be a lever to promote meaningful learning and improved well-being if supported by a strong dialogue with the whole school community. A comparative extension of the research to other school contexts is currently planned.