Ms. Lina Grossi, Mr. Pasquale Pardi and Ms. Maria-Rosa Silvestro

ITALY

Prepared by:

Ms. Lina Grossi, Mr. Pasquale Pardi and Ms. Maria-Rosa Silvestro

The information in this report was finalised December 2006

Contents

ASSESSMENT WITHIN THE EDUCATION SYSTEM IN ITALY

1. External Evaluation

1.1 Introduction

1.2 Pro-paedeutics activities of experimentation

1.3 Liability of evaluation

1.4 Legal framework of reference

1.5 From 2004/2005 onwards

2. Assessment and Disability

2.1. Collecting information on learning

2.2 Work in progress in National Institute

ASSESSMENT PRACTICE IN ITALY

1. Criteria and documents for a didactical and formative assessment

2. The Portfolio’s framework

3. Completing the Portfolio – People and Tasks

4. Reasons for the Portfolio

5. Educational value of the Portfolio

The Portfolio – an overview of sections

Forms for assessment (official version in Italian language)

Index of Key Words

Annex

ASSESSMENT WITHIN THE EDUCATION SYSTEM IN ITALY

1. External Evaluation

The National Institute for the Evaluation of Education and Training System

(Istituto Nazionale di Valutazione del Sistema Educativo di Istruzione e Formazione)

1.1 Introduction

The requirement to define an adequate methodology of assessment related both to the efficacy and the effectiveness of the education system as a whole and both to provide a school of quality for all, as indicated in the European programme guidelines for education and training, has resulted in the adoption of many changes within the Law n. 53 (28th March 2003) that has lead to a reform in the system of education.

Towards a standing progressive improvement of the quality of the education system, the National Institute for the Evaluation of Education and Training System has been created with the Act 19th November 2004, n. 286 with the specific goal to value its effectiveness and its efficiency in the national context.

To this intent, schools, Regions and Local Boards co-operate with the National Institute providing the co-ordination of the activities and services in matters of educational choices, making agreements aimed at sharing data and information.

The National Institute also carries out periodic and systematic checks on pupils’ knowledge and skills and on the overall quality of the educational offering of schools and vocational training institutes, also with a view to lifelong learning.

The aim is to make public and comparable information on functioning (processes) and results (products) of the system of education in the communities own interests.

1.2 Pro-paedeutics activities of experimentation

The founding of the N.I. has taken further steps of development. From sc.y. 2001/2002, a yearly Pilot Project has been conducted to verify the technical and economical enforceability of the model proposed.

According to the institutional commission, the word ‘evaluation’ means the ‘periodical monitoring of relevant parameters (indicators) to measure the level of achievement of national goals’. In this sense, schools which had freely taken part in the experimental phases were delivered question tables and tests of learning as suitably chosen means for a set of subjects selected by the Ministry on specific annual instruction (native language, maths and science). Schools have received, via the internet, the results of the tests of interest. Each school had a private access.

At the same time the N.I. had implemented training courses for co-ordinators and administrators.

The didactic survey of the activities of the schools was carried out through a system of questionnaires to be filled in together with the persons concerned (head office, teachers and parents).

The features and data presented in the table below summarize the three projects conducted:

Pilot Projects Data
Projects / PP1 / PP2 / PP3
Scholastic Year / 2001-2002 / 2002-2003 / 2003-2004
Goal / Work of Organisation / Organisation and evaluation
Type of adherence / free
Subjects / Italian, maths / Italian, maths, science
Questionnaire of System / YES
National sample / NO / YES
Participants
-state schools
-private schools / 2638
93,5%
6,5% / 5886
90,30%
9,70% / 9060
90,1%
9,9%
Types of supplies:
-papers
-informatics
-mixed / 98%
2%
- / 97%
3%
- / 93,8%
2%
4,2%
Pupils / 314.000 / 1.033.345 / 1.445.516
Classes / 14.953 / 49.317 / 71.037
Teachers / 31.000 / 150.000 / 222.000
Cost (euro/pupil) / 2,5 / 2,7 / 2.1

1.3 Liability of evaluation

The pilot projects have experimented with two levels of liability related to the evaluation: a central level, linked to the Ministry; a local level, referring to school’s activities. This resulted in two methods concerning the evaluation process:

An external evaluation implemented by the Ministry, shows that its goal is to assess all relevant information in order to study the “school” phenomena and how it progresses in order to permit the adoption of apposite policies and strategies, to verify them, to value their results and to allocate resources. This part of the evaluation process is carried out using tests of learning addressed to pupils and students, compulsory for each school after the Reform Law n.53 and a Questionnaire of System. This is a diagnostic analysis because by collecting the levels of learning reached by pupils, it allows adequate didactical adjustments to be made. From this point of view the external evaluation integrates the process of assessment realised by the teacher. Tests are self-administered by schools. The tests of learning results could also be a significant means of self-evaluation for the school as they are then allowed to take a position in the national average.

An internal evaluationimplemented by schools, elaborates data provided by the external evaluation in order to define any approach of intervention. This kind of evaluation verifies the level of learning of the pupils and the qualification of skills combining these procedures of assessment with the broader activity of schools’ self-evaluation.

The distinction between the internal and external method of the evaluation process is stated in Law n. 53. The art. 3 of the Law n. 53 is reported below.

Law reforming the System of Education n. 53, 28 march 2003
Art. 3. Assessment of learning and evaluation of quality of the national system of education and training (principles and criteria)
a)the annual and periodical assessment of learning and of behaviour showed by students is assigned to teachers; the final assessment of the year, in order to permit the transit to further levels of education and training, is also assigned to teachers, as well the development of learning processes and their related tests.
b)Towards a progressive improvement of the quality of the education system the National Institute effects periodical and systematic evaluation on the knowledge and skills of pupils. / Internal Evaluation
External Evaluation
c)the final school leaving examination takes into account - and assesses skills acquired by students during the course and at the end of the level of education using tests:

chosen by
selection panel
prepared and managed by the National Institute

on selected subject’s targets of learning and related to curricula of the last year of course / The School-leaving examination

1.4 Legal framework of reference

The National Institute has been created through a complex activity of normative reviews which has been summed up as follows:

• Law reforming public administration (Law 15th march 1997, n.59 ).

• Presidential Decree regulating the self government of schools in matters of didactical activities, organisational structures, research and experimentation, definition of curricula and educational choices, methodology of evaluation and assessment and models of certifications (D.P.R. 8th March 1999 n.275).

• Act 20th July 1999, n. 258: the change of CEDE and the founding of the National Institute for Evaluation.

• Act 19th November 2004, n. 286 states the creation of the National Institute for the Evaluation of Education and Training System acting the articles 1 and 3 of the Law 28th March 2003.

• Law 28th March 2003 reforming the system of education.

1.5 From 2004/2005 onwards

A general survey of learning is carried out yearly by the National Institute:

.

• within a legal framework of reference;
• according to the strategic goals of Lisbon;
• prosecuting the previouspropaedeutic activities of experimentation (pilot projects 2002-2004);
• compulsory for primary state and private schools and free for secondary schools.

Levels concerned are the 1st, the 2nd and the 3rd biennium foreseen by the Reform; the period of evaluation phase is cycled at the beginning of each scholastic year, while the delivery of results is scheduled during the same year.

The aim of these tests are to indicate the levels of management showed by pupils in the knowledge and skills expected, according to the Specific Object of Learning indicated in the National Guidelines of the Reform Law.

The Questionnaire of System is a survey of the main aspects of scholastic life; there are some basic questions for all schools, and some spaces free to be filled in according to the purposes and goals elected by the Plan of Educational choices of the school.

References:

Planning the National Institute for Evaluation, Final Report on Experimental Phase, Giacomo Elias, Quaderni degli Annali della pubblica Istruzione, n.106, 2004

The National Service homepage:

2. Assessment and Disability

Within the framework of the evaluation system conducted by the National Institute

2.1. Collecting information on learning

The institutional project of the survey of learning is addressed to all pupils enrolled within the national territory, without distinction between public and private schools, on condition that they are attending the classes required.

Pupils with special needs are entitled to experience a full inclusive education, as stated with the Law 5th February 1992 n. 104, art. 1: “Italy assures the respect of human dignity and of the rights of freedom and self-determination of the person with disability and promotes a full integration in family, in school, in job and in society”.

Pupils affected by physical and sensorial disabilities can fill in tests of learning thanks to

apposite tools and devices (Braille, greater fonts etc) or required adjustments (support teacher and/or didactical assistant, more time for testing etc).

Pupils with learning difficulties can use didactical daily instruments (reader or similar) and the school staff can choose which test is most suitable.

Pupils with intellective disabilities face personalised tests prepared by schools, on the base of national models.

Tests are prepared considering skills and competences reached by the pupil, in relation to his/her possibilities and in respect of the Individual Plan of Education implemented for them according to the law in force.

2.2 Work in progress in National Institute

i. Starting from sc. Y. 2004/2005, the National Institute has formed a team that co-operates with experts from associations of people with intellective disorders in order to examine the modalities of assessment of learning for this kind of disability. Because of the complexity of the matter the team has decided to proceed by steps. In fact, the group is collecting the material produced by schools and using the analysis in methods of assessment.

ii. A team composed by members from the National Institute, Ministry and associations of people with a disability, is elaborating a question table on the state of inclusion of pupils with disabilities; providing schools with features for self-evaluation; giving inputs for an inclusion of quality. The team, composed by members from the Standing Observatory on Handicap in force in the Ministry, is proceeding to define indicators for the quality of inclusion.

ASSESSMENT PRACTICE IN ITALY

1. Criteria and documents for a didactical and formative assessment

The Act 19th February 2004, n. 59 has been gradually implemented, with a criteria of flexibility, through the adoption of modalities and tools in order to facilitate the move towards the new system of education. This allowed the acquirement of significant experiences that, appositely selected, resulted in models and references supporting and orienting schools activities and progressively implementing the Reform.

In this start-up phase, special attention has been addressed to the Portfolio of Competences, subject of researches and studies by schools which has resulted in a wide range of materials and tools and applicative solutions.

These guidelines are provided with the apposite forms attached.

2. The Portfolio’s framework

The Portfolio of Competences is drawn up on:

1. compulsory framed parts;
2. compulsory parts to frame;
3. advice parts to frame.

Compulsory parts, already structured and unalterable, are in Section A of the form. Compulsory parts to freely frame are in section B of the form. Advice parts to frame, not compulsory, are in Section C of the form.

Schools can add any parts according to their specific situation and needs.

It is compulsory to apply:

-the document of assessment

-the certificate of admission

-the vocational guidance

-a document on pupil’s progress

-modalities of adherence / self-assessment of the pupil.

3. Completing the Portfolio – People and Tasks

According to the law in force, the interested parties in filling in the Portfolio will be teachers, parents and pupils. Below are summarized the main functions for each partner.

Teachers of pedagogical team: observe modalities and process of learning and ‘special character’ of pupils; note comments; they select tests and adequate materials useful to describe personal competence; reflect upon elements and data inserted in Portfolio to improve teaching and learning strategies; stimulate pupils to self-assess their learning; co-operate with family in the development of educational processes; collaborate with a teacher when filling in the Portfolio; certificate the competences acquired by pupils; express indications in order to provide pupils with vocational guidance.

Parents: co-operate with the school when filling in the Portfolio; Inform about annotations and comments on products and materials generally mentioned by their child; observe ‘the modalities of learning and characteristics shown by their child, also in other contexts; indicate job and possible skills taking into consideration the wishes of their child; formulate proposal of guidance. The presence of parents aims to involve the pupil in planning, reflection and the self-assessment of his/her level of learning and to provide information on skills accomplished out of or within the scholastic context.

Pupils: make comments on his/her own products and materials; choose tests and material samples of capacities and wishes; take part in her/his own assessment; express indication about his/her personal choices.

The filling in of the Portfolio concerns the liability of each pupil during school life: the pupil knows themselves better by analysing his/her own materials and raising the consciousness of didactical goals; teachers and parents as escorts of the pupil inside and outside the school.

4. Reasons for the Portfolio

The Portfolio, for its formative value, is an important document of reference in order to implement a personalised plan of education. As stated in the National Guidelines, “fundamental functions as assessment and vocational guidance are always interrelated because the main positive assessment is to let pupils know how wide and how deep his/her skills are and, through a progressive and systemic practice, to let him/her discover their personal capacities useful to decide and to plan for the future”

The assessment function is based on essential materials on pupil’s progress related to educational goals, learning (skills and abilities) and behaviour. The assessment is completed with the recording of pupil’s results and final certification of competences acquired.

The assessment function is also applied through a registering of the essential documentation inherent to the personal skills of the pupil facing problems, solving tasks, and realising projects.

The systematic practice of acquiring materials keeps the educational goals, selected by teachers, indicated in the National Guidelines. For this purpose it could be a good practice to decide the learning goals by subjects and disciplines.

Regarding the assessment and the certification of competences accomplished, it is necessary to describe the levels of competence effectively reached by pupils. This practice is compulsory at the end of primary school and on leaving the first level of education.

Keeping this in mind, teachers are advised to keep an on going record of the personal progress of pupils and to take care in finding out why there are different competences achieved between pupils of the same class.

The vocational guidance function of the Portfolio is realised through continued observation of the processes of learning and behaviours of the pupil and his/her adherence to self-assessment practices.

This function is based upon the selection of materials produced by pupil and certifying his/her progressive definition of identity and autonomy within the schools, the family and the community.

The vocational guidance function helps

- to highlight the contribution provided by the disciplines and the activities of the curricula;

- to point out the results of learning;

- to promote continuing reflection by the pupil in respect to his/her own learning.

The vocational guidance function refers to:

- biographic aspects of the pupils;

- materials produced by the pupils, individually or co-operatively in a group, useful to define his/her personal skills;

- tests of learning devised for the pupil to express themselves (body, expressions, feelings, wishes);

- comments on personal materials selected by the pupils or indicated by the family as a sample of his/her capacities and personal wishes;

- indications from systematic observations, meetings with parents, dialogue with the pupil;

- observations on modalities of learning, paying particular attention the to personal and original characteristics of the pupil facing further educational experiences and who will be meeting different people;

- records on pupil’s ability to solve problems, tasks and projects in scholastic and everyday life.

5. Educational value of the Portfolio

The Portfolio follows the pupil for their entire educational life. Therefore the Portfolio of competences constitutes an important reference with regard to the value of continuity in the educational process for the school, the family and for the pupils.

Thanks to the contents of this essential document, the Portfolio means that the ‘history’ of a pupil can be followed from pre-primary school and can be used when planning the pupil’s further education or training. The Portfolio also has territorial continuity, as in the case of transfer to another place, it follows the pupils to the next school.

The Portfolio – an overview of sections

Instructions.

Portfolio of competences ‘frame model’

Section A

Compulsory and unalterable part

1. personal data
2. document of assessment
3. certificate of admission
4. a document on pupil’s progress
5. a vocational guidance

Section B

Compulsory and free of framing

1. recording systematic observations on children (primary school)
2. registering educational and didactical activities performed by pupil
3. noting personal progresses of pupil
4. modalities of adherence / self-assessment of pupil
5. modalities of co-operation of the family to the educational process of the pupil

Section C