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Italy:Assessment in General Lower Secondary Education

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Overview Italy

Contents

Italy:Political, Social and Economic Background and Trends

Italy:Historical Development

Italy:Main Executive and Legislative Bodies

Italy:Population: Demographic Situation, Languages and Religions

Italy:Political and Economic Situation

Italy:Organisation and Governance

Italy:Fundamental Principles and National Policies

Italy:Lifelong Learning Strategy

Italy:Organisation of the Education System and of its Structure

Italy:Organisation of Private Education

Italy:National Qualifications Framework

Italy:Administration and Governance at Central and/or Regional Level

Italy:Administration and Governance at Local and/or Institutional Level

Italy:Statistics on Organisation and Governance

Italy:Funding in Education

Italy:Early Childhood and School Education Funding

Italy:Higher Education Funding

Italy:Adult Education and Training Funding

Italy:Early Childhood Education and Care

Italy:Organisation of Programmes for Children under 2-3 years

Italy:Teaching and Learning in Programmes for Children under 2-3 years

Italy:Assessment in Programmes for Children under 2-3 years

Italy:Organisation of Programmes for Children over 2-3 years

Italy:Teaching and Learning in Programmes for Children over 2-3 years

Italy:Assessment in Programmes for Children over 2-3 years

Italy:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Italy:Primary Education

Italy:Organisation of Primary Education

Italy:Teaching and Learning in Primary Education

Italy:Assessment in Primary Education

Italy:Organisational Variations and Alternative Structures in Primary Education

Italy:Secondary and Post-Secondary Non-Tertiary Education

Italy:Organisation of General Lower Secondary Education

Italy:Teaching and Learning in General Lower Secondary Education

Italy:Assessment in General Lower Secondary Education

Italy:Organisation of General Upper Secondary Education

Italy:Teaching and Learning in General Upper Secondary Education

Italy:Assessment in General Upper Secondary Education

Italy:Organisation of Vocational Upper Secondary Education

Italy:Teaching and Learning in Vocational Upper Secondary Education

Italy:Assessment in Vocational Upper Secondary Education

Italy:Organisation of Post-Secondary Non-Tertiary Education

Italy:Teaching and Learning in Post-Secondary Non-Tertiary Education

Italy:Assessment in Post-Secondary Non-Tertiary Education

Italy:Higher Education

Italy:Types of Higher Education Institutions

Italy:First Cycle Programmes

Italy:Bachelor

Italy:Short-Cycle Higher Education

Italy:Second Cycle Programmes

Italy:Programmes outside the Bachelor and Master Structure

Italy:Third Cycle (PhD) Programmes

Italy:Adult Education and Training

Italy:Distribution of Responsibilities

Italy:Developments and Current Policy Priorities

Italy:Main Providers

Italy:Main Types of Provision

Italy:Validation of Non-formal and Informal Learning

Italy:Teachers and Education Staff

Italy:Initial Education for Teachers Working in Early Childhood and School Education

Italy:Conditions of Service for Teachers Working in Early Childhood and School Education

Italy:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Italy:Initial Education for Academic Staff in Higher Education

Italy:Conditions of Service for Academic Staff Working in Higher Education

Italy:Continuing Professional Development for Academic Staff Working in Higher Education

Italy:Initial Education for Teachers and Trainers Working in Adult Education and Training

Italy:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Italy:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Italy:Management and Other Education Staff

Italy:Management Staff for Early Childhood and School Education

Italy:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Italy:Education Staff Responsible for Guidance in Early Childhood and School Education

Italy:Other Education Staff or Staff Working with Schools

Italy:Management Staff for Higher Education

Italy:Other Education Staff or Staff Working in Higher Education

Italy:Management Staff Working in Adult Education and Training

Italy:Other Education Staff or Staff Working in Adult Education and Training

Italy:Quality Assurance

Italy:Quality Assurance in Early Childhood and School Education

Italy:Quality Assurance in Higher Education

Italy:Quality Assurance in Adult Education and Training

Italy:Educational Support and Guidance

Italy:Special Education Needs Provision within Mainstream Education

Italy:Separate Special Education Needs Provision in Early Childhood and School Education

Italy:Support Measures for Learners in Early Childhood and School Education

Italy:Guidance and Counselling in Early Childhood and School Education

Italy:Support Measures for Learners in Higher Education

Italy:Guidance and Counselling in Higher Education

Italy:Support Measures for Learners in Adult Education and Training

Italy:Guidance and Counselling in a Lifelong Learning Approach

Italy:Mobility and Internationalisation

Italy:Mobility in Early Childhood and School Education

Italy:Mobility in Higher Education

Italy:Mobility in Adult Education and Training

Italy:Other Dimensions of Internationalisation in Early Childhood and School Education

Italy:Other Dimensions of Internationalisation in Higher Education

Italy:Other Dimensions of Internationalisation in Adult Education and Training

Italy:Bilateral Agreements and Worldwide Cooperation

Italy:Ongoing Reforms and Policy Developments

Italy:National Reforms in Early Childhood Education and Care

Italy:National Reforms in School Education

Italy:National Reforms in Vocational Education and Training and Adult Learning

Italy:National Reforms in Higher Education

Italy:National Reforms related to Transversal Skills and Employability

Italy:European Perspective

Italy:Legislation

Italy:Glossary

Pupil Assessment

The 'Charter of Students' (Statuto delle studentesse e degli studenti) in secondary schools establishes that students are entitled to ‘a transparent and rapid evaluation aimed at starting a process of self-evaluation to identify his/her own strengths and weaknesses and improve his/her own performance’.

Periodic assessment takes place at the end of each term. For assessment purposes, the school year is divided into three-month or four-month terms, as established by each school.

Final assessment takes place at the end of each school year and at the first-cycle State leaving examination held at the end of the third year of lower secondary school.

Class teachers are responsible for periodic and final assessment and certification of the pupils’ acquired skills.

Periodic/Annual Assessment

The periodic and annual evaluation of pupils focuses on their learning process, their behaviour and their overall learning outcomes. These assessments should be consistent with the learning objectives established in the educational offer plan (POF) of each school. In the POF, the Teachers' Assembly of each school also defines the methods and criteria for assuring that pupil assessment is uniform, transparent and fair. Teachers also certify the competences attained by pupils by the end of lower secondary education.

At the end of every term and every school year, the Class Council, made up of all the teachers for a given class, assign the final marks to each student (known as scrutinio). Each teacher proposes the mark for a given pupil to the Class Council for his or her subject. The final mark is approved by majority vote. If no majority is reached, the vote of the school manager prevails.

Recurrent and annual assessment of pupils’ learning outcomes and behaviour leads to the assignment of a mark out of ten. A mark of 6/10 corresponds to a pass.
At the end of each period and at the end of the school year, pupils receive a personal assessment document, which includes their marks in numbers and letters for each subject, including their behaviour. Pupils who have attended optional Catholic religious education receive a separate assessment report by the teacher. The report describes the interest shown by the pupil in the subject and the results achieved.

Schools are free to develop their own assessment document, provided these basic requirements are met.

Daily assessment of pupils is carried out independently by each teacher.

For the school year to be valid, pupils must attend at least three quarters of the annual teaching time. In exceptional cases, schools can autonomously provide for justified derogations. However, if the number of absences jeopardises the possibility of a regular assessment, pupils cannot be admitted to the next grade or to the State examination at the end of the first cycle of education. Before the start of each school year, schools must define the annual teaching time to be used to calculate the 75% attendance required to validate that school year. At the same time, the school also defines the circumstances for derogations.

The external assessment of pupils’ learning outcomes is conducted by the National Institute for the Evaluation of the Education System (Istituto nazionale per la valutazione del sistema di istruzione e formazione - INVALSI) for the first and third grades of lower secondary school (in the third grade, it is part of the first-cycle State leaving examination, see paragraph below). The outcomes are returned to schools to provide school heads and teachers with useful tools for self-evaluation and to improve teaching.

First-cycle State Leaving Examination

Some aspects (e.g. number of tests and external evaluation) of the first-cycle final examination are under reform. Please check the article on national reforms in school education for more details.

The first-cycle State leaving examination takes place at the end of the third year of lower secondary school.

To be admitted to the State examination, pupils are required to:

  • have attended at least 75% of the annual teaching time
  • have obtained, at the end of the third year, a mark equal of 6/10 or higher in each subject, or group of subjects assessed with a single mark,
  • have obtained, at the end of the third year, a mark of 6/10 or higher for conduct (a mark lower than 6/10 always precludes admission to the examination).

The Class council decides by majority vote whether or not pupils can be admitted to the examination and assigns a mark out of ten.

An examination committee is set up in every school consisting of all teachers of all classes and chaired by an external member. The examination committee is divided into sub-committees, each corresponding to a class, which administer the examinations and carry out the assessment.

The examination consists of a national written test set by INVALSI and four written tests in the following subjects: Italian, Mathematics and Rudiments of Science and ICT, the two community languages studied. The examination committee sets the four written tests.

After the written tests, students also sit an oral test on all subjects from the last grade of school. Written and oral tests are conducted on different days, according to the calendar set by individual schools, with the exception of the national test which is conducted on the same day throughout the country, as defined by the Ministry.

The final examination is assessed as a mark out of ten calculated by taking the average of all written tests, including the national written test, the oral test of all subjects and the mark held at the time of admission to the examination. A pass is considered a mark of 6/10 or higher. A distinction (lode) can be assigned by unanimous decision of the Committee to students who have obtained a final mark of 10/10.

The final mark obtained by students is described analytically in the certificate of competences acquired and the student’s overall level of development.

A pass on the first-cycle state leaving examination and the award of the Diploma enable access to the second cycle of education.

Progression of Pupils

Admission to the next grade and the first-cycle leaving examination requires fulfilment of minimum attendance requirements and a mark of 6/10 or higher in each subject or group of subjects assessed with a single mark, and in conduct. The Class Council can, by majority resolution only, refuse admission or concede admission to pupils with low marks.

Pupils with a fail in conduct (a mark below 6/10), usually assigned in serious cases which must be duly explained, are always refused admission to the following grade and to the final examination.

Certification

Schools autonomously establish how to inform pupils and their parents on the results obtained in periodic and final assessments. Generally, pupils and families receive an individual assessment paper at the end of both each term and school year. Schools deliver the assessment paper in electronic format and usually parents discuss the results with teachers.

The personal assessment paper released at the end of each school year certifies also the pupil’s admission or non-admission to the following grade.

The personal assessment paper released at the end of the last year of lower secondary education certifies the admission or non-admission to the first-cycle leaving State examination.

Pupils who have passed the first-cycle leaving State examination, receive the first-cycle of education leaving certificate (Diploma di licenza conclusiva del primo ciclo di istruzione).

The Diploma shows the final mark in tenth obtained at the State examination. Certificates are printed by the State Polygraphic Institute, according to the model provided by the Ministry of Education and are delivered to schools by the local branches of the Regional school offices (USRs).

The Ministry has also provided a model certificate, issued upon request alongside the Diploma. The certificate provides the following information: the personal details of the student, the final mark obtained at the final exam, the length of studies, the foreign language/s and the instrument tested at the examination. The certificate also shows the progressive number of the Diploma and the registration number in the 'Register of Diplomas', which the School manager keeps under her/his responsibility.

Alongside the Diploma and the certificate, pupils receive also a certificate attesting the competences acquired at the end of the first cycle of education. Competences are described in the 'Student's profile at the end of the first cycle', which is included in the National Guidelines for the curriculum. The Profile describes the subject and citizenship-related competences that each pupil is expected to hold at the end of the first cycle of education.

The Ministry has provided an experimental model for the certification of competences acquired at the end of the first cycle of education.
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Legislative References

Law 30 October 2008, no. 169 (general dispositions on students' assessment)

DPR 22 June 2009, no.122 (assessment, certification, state examinations)

DM 24 February 2009, no. 22 (model of the first cycle leaving Diploma)

CM 11 June 2010 (model certificate)