Formazione dei docenti e valorizzazione dei talenti nella scuola dell’infanzia: il contributo del Formative Assessment Cycle

Assessment is crucial to support the learning process, especially in the 0-6 band. At this stage, formative assessment does not only accompany the growth of children, but it takes on an essential role in guiding and guiding teachers and educators in the development of their professional skills. The research docimologica placed special emphasis on formative evaluation, recognizing its ability to contribute to the quality of educational processes, improving both the learning and the professionalism of the teacher. The growing focus on error, on learning and reorientation processes finds a foundation in the role of feedback, recognized primarily as a load-bearing element within formative assessment. At the same time, it is configured as a pedagogical tool to promote the personal excellence of each person, becoming a pedagogical lever to detect the uniqueness of each. Despite the recognition given to formative assessment, there is still a widespread training gap among teachers and educators in the adoption of formative assessment practices; an aspect that can hinder the acquisition of a solid docimological competence aimed at detecting and enhancing the uniqueness of the person. This contribution, starting from this framework, aims to illustrate the first results of an exploratory survey conducted as part of a training based on the Formative Assessment Design Cycle (FADC) model