CONTROLLER OR LEARNING PARTNER? THE ROLE OF THE TEACHER IN A "GRADE-FREE" SCHOOL

Giorgia Slaviero, Valentina Grion

Abstract


Considering assessment, teaching and learning as interconnected processes, teachers must be seen as key actors in school change in order to achieve positive results. This research began in a middle school that decided, starting in the 2023/24 S.Y., to replace grades with narrative feedback. Analysis of focus groups conducted with teachers revealed a change in conceptualisation and statements about practices only among teachers who had been involved in designing the experiment from the outset.


Keywords


Assessment for learning, narrative feedback, assessment practices, assessment innovation, focus group

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References


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DOI: https://doi.org/10.32043/gsd.v9i2_Sup.1552

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