Exploring the Transformative Impact of Teacher Professional Development on Student-Centered Assessment Approaches

Although the benefits of Assessment for Learning (AfL) are well recognized, its use remains limited due to the prevailing dominance of summative assessment and insufficient teacher preparation. This study explores how in-service professional development supports the adoption of formative, student-centered assessment practices, based on the perceived changes reported by principals and middle managers. Using data from 400 Italian schools, it examines the impact of training duration, delivery method, trainer profile, and staff involvement. Findings indicate a perceived decline in the use of numeric grades and increased implementation of feedback, rubrics, and self- and peerassessment— especially when training is sustained, involves high participation of school staff, and is delivered through blended or online formats.