Engaging pupils in assessment processes: a tool to promote Lifelong Learning

Following some studies carried out in HE about students' engagement in multiple learning processes and their responsibility improvement for learning results (Li, Grion, 2019; Grion, Serbati, 2019), a group of researchers and teachers, named GRiFOVA (Group of Research for the Training and Assessment for Learning) is going to test the impact of a specific peer assessment model (Grion, Serbati, Tino, Nicol, 2017) in Italian elementary and secondary school contexts, where PA is a completely unknown practice. The first results - related to three analyzed cases - allow affirming that the peer assessment model works effectively in school contexts. Furthermore, the implementation of the model seems to support the development of assessment literacy (Carless and Boud, 2018) by pupils.