Learning bodies, storytelling processes: tinkering and authentic assessment in generative educational environments.

In light of the transformations currently taking place in educational contexts, authentic assessment represents a crucial challenge in overcoming the transmissive and performance-based models that are still widespread. This paper offers a theoretical and practical reflection on the integration of Tinkering, documentation and educational corporeality, understood as embodied and situated forms of learning. Through the intertwining of constructivism, constructionism and Embodied Cognition, Tinkering is analysed as an active and inclusive methodology, but also as an assessment tool capable of enhancing the process, error, reflexivity and agency of the student. Documenting the bodily trajectories of learning, in gestures, artefacts and materials used, makes it possible to visualise the thought process as it unfolds and to promote transformative assessment. From this perspective, tinkering environments are generative and sustainable educational contexts, in which time, space and language hybridise to promote inclusion, personalisation and the shared construction of knowledge. The teacher, as director, observer and mediator, plays a central role in designing assessment practices capable of connecting experience, meaning and transformation.