The FRAVAL Project.

The need to innovate teaching-learning practices to enhance students’ learning outcomes and promote transversal skills often clashes with the reiteration of standardized and outdated teaching and assessment methods. Recent developments in the assessment field have highlighted the need to shift the focus of assessment from the product to the learning process itself, moving from an assessment of learning and for learning to an assessment as learning, in which the student actively participates in the process. The need to improve students’ Self-Regulated Learning is even more compelling in the postdigital society since it’s becoming increasingly significant how students interact with information rather than its possession. This paper presents a research-action pathway carried out by the University of Macerata during the school year 2022/23 involving several schools in the Marche region, aimed at investigating whether the change in assessment methods affects the ability of primary and secondary school students to self-regulate their learning path. We collected useful data from the perspective of both teachers and students using several tools. In this contribution, we focused on students’ data using logbooks and the Motivated Strategies for Learning Questionnaires to trace and analyze this impact. From a preliminary analysis, we notice an overall improvement in self-regulated learning areas for all school orders, with the main impact on the macro-area of self-efficacy. The data analysis will be deepened, and the research-action pathway will be pursued to investigate long-term results and improve the proposal through the valuable collaboration between researchers and teachers.