Sostenere i processi valutativi scolastici attraverso professionalità collaborative

Internationally and nationally, the need for a "culture of evaluation" has progressively grown in schools, considering internal and external evaluation processes as tools for implementing an integrated model of inclusive, equitable and sustainable education. Evaluation can become an agent of change balancing modes of accountability and improvement at the micro-individual and macro-systemic levels when it is exercised with formative intentions by mindful as well as reflective professionals who interact their expertise through effective, distributed, expert and collaborative leadership. The paper is intended to investigate the collaborative dimension in relation to evaluative practices as a trait of teaching professionalism to nurture Evaluation Capacity Building for School Improvement. A questionnaire addressed to a sample of university students revealed that future teachers' expectations of collaboratively acted evaluative practices are higher than the perception found in a group of inservice teachers.

An initial descriptive data analysis suggests that capacity building processes should also be activated in evaluation for the purpose of improvement, for which it is not enough to trigger the initial training of future teachers, but it is also necessary to work on the training of inservice teachers because training needs to be constructed and strengthened. [Publisher's Text].