Assessment in blended learning pathways of initial training for secondary school teachers

Assessment plays a crucial role in higher education, as it contributes greatly to shaping not only students' learning experiences and behaviors, but also to guiding cognitive and metacognitive behaviors, often exerting a more significant influence than teaching itself. An exploration was conducted into the assessment process within the initial training courses for secondary school teachers. the objective of this study was to survey the perceptions of trainees at two Italian universities (the University of Milan and the University of Molise) regarding assessment in initial training courses for secondary school teachers. To this end, an exploratory survey was conducted, which entailed the administration of an anonymous semi-structured questionnaire. The results saw the trainees divided into two clusters: 42.3% argued that they should be assessed only at the end of the pathway, while the remaining 67.8% argued that other moments of assessment should be included.