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Italy:Assessment in Primary 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

Recurrent assessment takes place at the end of each term. The school year is subdivided, for assessment purposes, into three-month or four-month terms, as established by each school.

Final assessment refers to the assessment procedures that take place at the end of each school year. At the end of primary school, students do not take final examinations (please see below 'Progression of pupils').

The recurrent and final evaluation of the pupils of a class falls under the tasks of the class teachers. It focuses on pupils’ learning process, their behaviour and the overall learning outcomes. Such assessments should be consistent with the learning objectives established in the Plan of the educational offer (POF) of each school. In the POF, the Teachers' Assembly of each school also defines the methods and criteria for assuring that pupils' assessment is homogeneous, transparent and equal. Teachers are also committed with the certification of the competencies attained by the pupils at the end of primary school (please see below 'Certification').

Recurrent and final evaluation of pupils' learning outcomes in each subject is expressed through numerical marks in tenths (from 0 to 10). Pupil's behaviour is instead evaluated through a report assessment, which can be either analytical or synthetic, according to the teachers’ assembly decision.

Both at the end of each period and at the end of the school year, pupils receive the personal assessment paper which includes the marks, expressed both in numbers and words, obtained in each subject, as well as the report assessment on the pupil's behaviour. Pupils who have attended Catholic religion as an optional subject receive a separate assessment report drawn up by the teacher. The report describes the interest shown by the pupil on the subject and the results attained.

Except for these fundamental requirements, schools are free to develop their own model of assessment paper.

Pupils’ learning outcomes also undergo an external assessment carried out by the Invalsi (National Institute for the Evaluation of the Education System).

Daily pupils' assessment is autonomously carried out by each class teacher.

The assessment of pupils with a certified disability follows the criteria described above (marks in tenths) and it refers to their behaviour, subjects and the activities foreseen by each pupil's individual educational plan. For pupils with certified specific learning difficulties (SpLD), assessment procedures must be adapted to the specific situation.

In case of temporarily hospitalized pupils who attend school in the hospital, their assessment is guaranteed through a continuous exchange of information on the pupil's work between hospital teachers and school teachers. In case of hospitalization lasting longer than attendance at school, pupils' assessment is carried out directly by the hospital teachers always in coordination with the school.

Progression of Pupils

Pupils are admitted to the subsequent grade on the basis of the outcomes of the final scrutinio, carried out by all teachers working in the class. Pupils do not take exams to progress to the next grade.

Non admission of a pupil to the following school grade is only exceptional and decided by all class teachers upon unanimous agreement and specific motivations. If a pupil is admitted to the following grade despite some learning gaps, the school could inform parents through a note on the personal assessment paper.

The above mentioned procedure applies also to the passage from the last grade of primary school to the first grade of lower secondary school. A final exam at the end of primary school is not foreseen because primary school, together with lower secondary school, is part of one only school cycle called “first cycle”. In fact, the Italian Constitution foresees final exams only at the end of each cycle of education.

Certification

The pupil’s personal assessment paper reports the results of the recurrent and final assessments of the pupil’s learning and behaviour. Parents receive the assessment paper at the end of both each term and school year. The assessment paper is delivered in electronic format; however, families usually 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 primary education certifies the admission or non-admission to the first year of the lower secondary school.

Schools autonomously draw up the personal assessment paper, provided the fundamental requirements established by the Ministry are respected (pupil's family name and surname, date of birth, class the pupil has attended, legal/administrative references, reference to the class teacher's assessment, statement on admission or non-admission of the pupil to the next year, signature of the school manager).

Pupils do not receive a specific certification attesting the completion of primary school, since primary school is the first segment of the first cycle of education, which end at completion of the lower secondary school.

At the end of primary school, students receive a certification attesting the competences acquired. 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 of education, university and research (Miur) has provided an experimental model for the certification of competences acquired at the end of primary education.

Legislative References

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

Law 30 October 2008, no. 169 (assessment)