Assessment to Learn: Practice and Perception of Assessment and Self-assessment in Teacher Education

This article presents the findings of a survey investigating assessment and self- assessment practices among trainee teachers in Italy, with a focus on the development of metacognitive skills, professional self-efficacy, and the facilitation of cognitive, emotional, and relational learning outcomes. The study draws on quantitative and qualitative data from 1,100 participants enrolled in qualifying (“Percorsi Abilitanti”) and specialized support (“Tfa Sostegno”) teacher training pathways at two Italian universities during the 2024–2025 academic year. The research employs the Questionnaire for Self-Analysis of Teaching Practices (QAPD), assessing frequency of instructional and evaluative practices, selfefficacy beliefs, and perceived challenges. The theoretical framework integrates perspectives from self-efficacy theory, Feuerstein’s structural cognitive modifiability, and assessment for learning, emphasizing the multifaceted and dynamic nature of contemporary teaching, which is understood as an interaction of cognitive, socio-emotional, relational, and identity-building functions. The results advocate for robust initial and ongoing professional development that systematically enhances trainee teachers’ assessment skills, self-efficacy, and adaptive expertise, supporting effective and inclusive educational practices responsive to both cognitive and emotional learner needs