Controllore o compagno di apprendimento? La funzione dell'insegnante in una scuola “senza voti”

Educational research has shown how the processes of assessment, teaching and learning are deeply interlinked. It is therefore evident that a change in assessment processes has an impact on the teaching and learning processes that take place in that specific school context where the change in assessment is realised. The present research starts in a secondary school in which, from the school year 2023/2024, an experiment in narrative assessment has been initiated. The school has chosen not to employ numerical grading in ongoing assessment, replacing it with narrative feedback. The research therefore aims to explore the impact of this assessment experimentation on the teacher's role and teaching approaches. Through the use of a questionnaire and possible interviews, teachers‘ and students’ perceptions of the teacher's role and its possible changes with the beginning of the experimentation are surveyed.