The Italian evaluation reform tries to change teaching methods: can professional development help?

This research takes the lead from the change in Italian primary school evaluation system, initiated during the 2020-21 school year (the reform decree OM172, from here on). The system changed from a 0-10 grade scale to a criterion-based evaluation (Ebel, Frisbie, 1965), with 4 levels based on 4 dimensions: autonomy, use of resources, known and unknown context and continuity. Widely unprepared schools reached out to university for professional development (PD) modules that could help them in the transition. This created the condition for a mixed-methods and case study research aiming at investigating two main areas: on one hand how teacher’s habitus and preconceived ideas of teaching and learning shape their idea of evaluation, self-efficacy, and their willingness to welcome change; on the other hand, what type of PD, institutional culture and community of practice can support systemic change (Barnes in Russel & Mumby (eds.), 1992).