La valutazione formativa all’università: sostenere l’apprendimento degli studenti attraverso l’autovalutazione e la valutazione tra pari

Assessment strategies have a pivotal role in learning experiences in a university setting. Formative assessment aims to generate feedback between professors and students regarding their ability to do a suitable job and their learning methods. In particular, self­assessment and peer­assessment have the potential to develop in students’ reflective and awareness processes. During the a.y. 2024/2025 activities of self­assessment and peer­assessment have been experimented in two courses of two different undergraduate degrees at the University of Genoa. The aim of the research was to understand if and in what way these practices can support self­regulated learning in students. Participants have experimented with formative assessment activities and, at the end, they filled in a semi­structured survey aiming to research if and in what way self and peer­assessment contributed to the development of self­efficacy, self­reflection, their involvement and the acquisition of professional skills. The analysis of the results has detected an increased positive perception in students concerning their self­awareness, processing of information, their motivation and participation.