Pratiche di assessment al tempo dell’Emergency Teaching. Il caso della scuola secondaria di II grado.

The transition to Distance Learning (DL) during the Covid-19 pandemic forced Italian school teachers to shift educational activities to an online environment. From March 2020 to April 2021, teachers and students nationwide had to navigate through Ministry Directives and school circulars to adapt to forms of “Emergency and Remote Teaching” for which they were unprepared. In educational and school contexts, the need arose to forcefully redesign and evaluate competencies by integrating digital technologies without further delay. This paper presents data from longitudinal research conducted on a group of 32 general and special education teachers at a secondary technical and vocational school in the Metropolitan City of Milan. The analysis of data from three points in time reveals significant and substantial changes in the assessment practices employed by teachers, noting an improvement between the start and end of the research. However, the trend among the participants is to use assessment practices (tools, methods, and approaches) typical of formative and shaping evaluation in the transition from in-person to remote, only to partially “revert back” to traditional and established assessment practices.