The paper aims to reflect on evaluation without a grade in the academic context, starting from the data collected by the Department of Psychology of Development and Socialization Processes on some aspects of the research exercises conducted in the Pedagogy degree Sapienza, University of Rome. In the context of research exercises, peer mentoring is the didactic strategy adopted to support students in the inclusion and orientation processes and decrease the risk of drop-out. Therefore, the activities do not require a grade. To focus on the process and not on the product, the evaluation takes place throughout the research exercises that lasts one year and encourages the participation of the whole group. Investigating the latter aspect, we sent first-year students and mentors a final questionnaire. The data analysis showed that both of them highlight positive and negative aspects: on the one hand, it is a helpful strategy because it enhances the respondents' experience; on the other hand, it represents an obstacle because not all first-year students equally participate.
PEER MENTORING AND ACADEMIC ASSESSMENT / Sposetti, Patrizia; Szpunar, Giordana; Rionero, MARIA GRAZIA; Mattarelli, Eleonora; Vincenti, Giulia; Gabrielli, Sara. - 1:(2023), pp. 3279-3285. (Intervento presentato al convegno 15th International Conference on Education and New Learning Technologies, EDULEARN 2023 tenutosi a Palma de Mallorca) [10.21125/edulearn.2023.0905].