BELIEFS, ATTITUDES, AND PERCEPTIONS TOWARDS EVALUATION AND ASSESSMENT OF FUTURE PRIMARY SCHOOL TEACHERS: THE ROLE OF THE PREVIOUS SCHOLASTIC EXPERIENCE

Abstract

The present study is aimed at exploring perceptions attitudes and beliefs of future primary school teachers towards evaluation during the early stages of their training. It is clear from the literature that, in the initial training phase, assessment is a potentially problematic area of the curriculum, in which past learning experiences seem to have a strong influence on the development of negative attitudes and feelings towards evaluation and forms of verification. Through data collected with different tools, they have been examined perceptions and beliefs regarding the evaluation and assessment of University students, future teachers of primary school in initial training, to try to understand if the previous school experiences had an impact on the general attitude taken towards the assessment and on the intentionality of use of it in the educational field. There is in fact convincing evidence that show how beliefs, values, beliefs and attitudes of future teachers influence cognitive aspects, behavior, decision-making processes and class practices. The study bears witness to this influence above all in the case of previous negative evaluation experiences, which are highly predictive of intentionality of use the assessment in the teaching.