The study presents the results of an Action-Research project carried out during the COVID-19 pandemic with Italian teachers of primary, lower and upper secondary schools, interested in monitoring the activity of students in that difficult situation. The purposes of this study were: (a) to demonstrate that the involvement of teachers in the creation of metacognitive tools promotes the use of formative assessment at school; (b) to verify to what extent the use of a metacognitive form makes students more aware of the mistakes made during the test. The results were: (a) teachers showed great enthusiasm in adapting the metacognitive form to their school subject; (b) students pointed out high percentages of appreciation of the form; what is more, a group of students improved in identifying the typology of errors and understood more clearly what they should study in a better way to correct their mistakes; another group noted that their awareness of their strengths in study method had grown; finally, one group highlighted that the skills used during the completion of the form were also useful in other areas of their daily life, not only at school. Both teachers and students appreciated the online version of the tool: the pie charts created automatically by the system, by displaying percentages over typologies of errors made, provided immediate feedback, motivating students more and more. The study shows how much reflection on mistakes can be a source of growth.

该研究介绍了在 COVID-19 大流行期间与意大利小学、初中和高中教师开展的一项行动研究项目的结果，该项目有兴趣监测学生在这种困难情况下的活动。本研究的目的是：(a) 证明教师参与元认知工具的创建促进了形成性评估在学校的使用；(b) 验证元认知形式的使用在多大程度上使学生更加了解测试期间所犯的错误。结果是：(a) 教师对将元认知形式应用到他们的学校科目表现出极大的热情；(b) 学生指出对表格的欣赏比例很高；更，一组学生在识别错误​​类型方面有所进步，并且更清楚地了解他们应该学习什么，从而更好地改正错误；另一组指出，他们对自己在学习方法方面的优势的认识有所提高；最后，一组人强调，在填写表格时使用的技能在他们日常生活的其他方面也很有用，而不仅仅是在学校。教师和学生都对该工具的在线版本表示赞赏：系统自动创建的饼图，通过显示所犯错误类型的百分比，提供即时反馈，越来越激发学生的积极性。该研究表明，对错误的反思可以成为成长的源泉。另一组指出，他们对自己在学习方法方面的优势的认识有所提高；最后，一组人强调，在填写表格时使用的技能在他们日常生活的其他方面也很有用，而不仅仅是在学校。教师和学生都对该工具的在线版本表示赞赏：系统自动创建的饼图，通过显示所犯错误类型的百分比，提供即时反馈，越来越激发学生的积极性。该研究表明，对错误的反思可以成为成长的源泉。另一组指出，他们对自己在学习方法方面的优势的认识有所提高；最后，一组人强调，在填写表格时使用的技能在他们日常生活的其他方面也很有用，而不仅仅是在学校。教师和学生都对该工具的在线版本表示赞赏：系统自动创建的饼图，通过显示所犯错误类型的百分比，提供即时反馈，越来越激发学生的积极性。该研究表明，对错误的反思可以成为成长的源泉。通过显示所犯错误类型的百分比，提供即时反馈，越来越多地激励学生。该研究表明，对错误的反思可以成为成长的源泉。通过显示所犯错误类型的百分比，提供即时反馈，越来越多地激励学生。该研究表明，对错误的反思可以成为成长的源泉。