Assessment practices and teaching-learning processes

Evaluation is a complex and central issue in education, involving scholars, policymakers, and practitioners in debates about its forms, functions, and uses. This contributo focuses on primary school teachers, exploring the gap between their perceptions and evaluation practices, particularly in the tension between formative and summative assessments. It reflects on how evaluation can become integral to teaching, valuing error as a learning tool, while addressing challenges posed by traditional approaches. Through historical and theoretical analysis, the contributo highlights evaluation's strategic role in improving teaching-learning processes and educational policies. The research, based on data collected in Italy, aims to propose interventions for more effective and innovative evaluation practices.