Valutare il sistema per superare la soggettività e valorizzare il senso dinamico e e relazionale della valutazione

the search has been developed together with teachers that eagerly felt the necessity to overcome the subjectivity of the evaluation and the need to valorize the sense that the same evaluation gives to their own job, considering that the process of learning-teaching is not isolated from the other human activities and from the social and cultural influennces, that the presuppositions at the bbase of every intervention are the correct carrying out of the human and didactic relationships, and consequently accordingly also the environmental relationships and the interpersonal ones, since that the dynamics of group and a suitable and satisfactory relationship of the students with the teacher may influences or straightly determines the formalities of knowledge. The necessity of the "to answer for" to act educational invites to the search of tools that guarantees the teachers themselves, the students and the society, in the correctness of a safety mutual relationship and legitimacy of the interventions through a different system, that has essentially introduced a concept of formative and indicative evaluation, of which we have to put in evidence: 1. the qualitative dimension for the appointment in the promotion of the person and his potential, and therefore the right and the need of each one to be polite to educate himself to learn, according to formality that doesn't scatters or forced the wealth of the person's constitutive natural patrimony, but that valorizes all the components, all the intelligences, from the oral language to the affectivity, from the memory to the socialization, to the will. 2. being the evaluation an event more and more complex: because an autonomy is given tothe school in comparison to the central government that calls every school to make reason for itself: because the imposing professional growth has contributed to make the evaluation not only an exclusively tied up discourse to the verification of the learnings, but an issues also related to the relationships between teaching and learning, , teacher and families, scholastic institutes and community of reference, ecc. It is underlined how the same teachers has noticed that the idea of education according to the maximum of every one doesn't constitute a common and partecipated patrimony yet, while the fear is diffused that the it will be built an other "bureaucratic-pedagogic" science that will deeply change the culture and sense of the school itself, engraving on the collective job and on the diffusion of the professionalism, in a school system orphan of a true learning time and marked by the anxiety of the certification.