Assessment Perception in Blended Learning Pathway: An Exploratory Study in Secondary School Teacher Training

This study explores the perceptions of secondary school teacher trainees regarding assessment practices in blended learning programs. The research was conducted with participants from two Italian universities, the Univer-sity of Milan and the University of Molise, who were enrolled in initial training courses that combine online theoretical lectures with in-person laboratory and internship activities. The purpose of this research was to understand how partic-ipants perceive the assessment practices in these programs, which, according to ministerial decree, include only a final written test and a simulated lesson. An exploratory study was carried out using an anonymous, semi-structured question-naire distributed online thanks to Computer-Assisted Web Interviewing (CAWI) methodology. The questionnaire collected 614 validated responses and the analy-sis we propose concerns four key areas: the ideal timing for assessment, preferred assessment methods, the value of specific assessment features, and participants’ motivational orientation toward the training. Results indicate that while many students favored final assessments, a significant portion also advocated for con-tinuous assessment. Reasons included cognitive benefits, better workload man-agement, and formative feedback opportunities. Participants considered practical simulations and oral exams most effective for developing competencies. They also highly valued feedback and self-assessment, rating them as more beneficial for learning than the final exam grade. These findings reveal a wide range of motivations among trainees, from a desire for quick completion to a focus on in-depth professional development. Significant correlations exist between moti-vational orientation and preference for certain assessment types, such as project development.