Fruitful hybridisations and formative assessment: an integrated model to enhance learning in schools

Abstract

 The concept of fruitful hybridisation constitutes an epistemological paradigm capable of reconciling technological and pedagogical innovation, redefining assessment processes according to the principles of greater equity, significance, and educational value. Assessment conceived as ‘fruitful hybridisation’ represents an innovative pedagogical perspective that recognizes the essential need to integrate different approaches, tools, methodologies, and assessment contexts. This vision aims to overcome rigid and linear models, promoting assessment processes characterized by adaptive flexibility in response to the complexity of learning pathways and the diverse cognitive, relational needs of students. This study aims to analyse the empirical results of a survey conducted on course participants who completed the specialisation course for support teaching at the University of Catania. The analysis of the data obtained through the administration of a structured questionnaire QAPD (Trinchero, Piacenza, 2022) provides substantial insights into the assessment dynamics that characterize educational contexts, demonstrating how fruitful hybridisation is an effective construct for addressing complex assessment challenges. The processing and interpretation of the collected data allow us to trace a multidimensional profile of assessment practices, offering concrete operational guidelines for responding effectively to school inclusiveness.