“After the total halt due to the Covid in 2020 and the partial, also due to the pandemic, in the year 2021, in March, the invalsi tests are back in normal in Italian schools, a cross and a joy for students and others who monitor the level . of teaching of about 2.6 million Italian students “.
This is what Prof Guido Leone, former Technical Manager of Usr Calabria, adds: “The standardized tests will continue until May 31st, with all levels of education, from primary school to first and second grade middle school. first phase they will have nearly half a million students involved in the fifth grade of high school, and there are over 600 in Calabria.
Based on the calendars already prepared, students will be asked the questions of Italian, Mathematics and English until the next 31st of March. In particular, the tests for the last year of the high school are held from March 1st to 31st for non-champion classes, while for the test classes on the periods from March 1st to 4th and from March 7th to 10th. . March set.
Then, from April 1st to 30th, it’s the turn of the students of the eighth grade, who are also engaged in June with the final exams of the state exam of the study cycle. In May, finally, the tour of the second and fifth primary schools, as well as the students enrolled in the second upper class.
In Calabria, the total sample will presumably be represented by about 3800 primary and secondary students of the first and second school. To gain access to the exams, participation in the Invalsi tests is not a requirement for access.
The mode of administration
It changes after the educational cycle: in the primary school, the Invalsi 2022 tests take place simultaneously on the same day for each subject and at the same time using the traditional paper and pencil method. The high school and the high school, on the other hand, use computers – CBT mode – and perform the tests within an administration period set at national level.
This time window can be managed independently of each school, depending on the number of students and the number of computers. There is no doubt that the pandemic caused a lot of problems for the Italian school, especially for those students who, due to closure due to Covid 19, had to face long periods of DaD. Invalsi tests continue year after year to return the face of a country divided into two with ever-marked territorial differences in Italian and mathematics. The results of the last 2021 tests have also shown that education in the South remains an emergency, with an dire situation, we say almost dramatic especially for Calabria.
The levels of assimilation in Italian, Mathematics and English show significant differences in the country and the distances that are still contained in the primary school, grow in the middle school and become relevant in the high school.
“Tests last year,” explains Prof Leone, “showed that the territorial gaps were widening, from the north-north to the south. In Calabria, 64% of students did not even reach the minimum skill level. Threshold in Italian. In mathematics, the percentage of students below the minimum level of competence is still growing, 70%. disturbing, if not. directly dramatic, both for English reading 67%, and for English listening 82% “.
Leaving school early
“The pandemic would thus have exacerbated the problem of implicit early school leaving: it emerged from last year’s Invalsi report, where we mean implicitly or covertly that of students who, although not lacking in a formal sense, but the ‘. Leaving school without the core skills, therefore a forte
Risk to have prospects for integration into society. Unfortunately, the pandemic has exacerbated this phenomenon and the percentage of implicit early school exchanges has reached 9.5% and in Southern Calabria stands out above all others with 22.4%, a particularly disturbing phenomenon because in the same region also the number of missing explicitly. (who dropped out of school before graduation) is significantly higher than the national average.
For Leone “, the school system in Calabria, and in the South more generally, seems not only less effective in achieving the results than in Italy and the North, but also less equitable: the variability of results between schools and between classes in the early education cycle is consistent with the higher percentage of students with low socioeconomic status who do not reach adequate levels in the tests.The school system in Calabria is not only less effective but also less capable of giving students the same opportunities to guarantee pedagogical “.
“So – Prof Leone concludes – it is an Italy that is moving forward at two speeds and that we hope the results of Invalsi 2022 will be refuted. However, in all its dramatic evidence, the urgency for the focus of the political attention and return from our rulers.Education and training as a social emergency for the South and Calabria in particular.
There is a southern issue in the national school system that needs attention. Certainly, the economic crisis that has invaded in recent decades, and underlined by the pandemic emergency, brings the knot on the head and where poverty is more dense, the poorer schooling is more intense, and there need be no sociologist. to confirm this, while the evidence is given every year on time by the other data of the invalsi and that is that in the South there are also differences between schools and schools, between those in the residential areas and those in the suburbs.
It is surprising, however, how public opinion is so strong against constant inequality that it occurs every year, does not respond with the necessary force and why the political and administrative class does not take any action that goes in the direction of it. fill.
I think it’s an issue that has a lot to do with the development programs of a region that wants to overcome its delays, that wants to deal with its own resources and that leaves behind the assisted dimension of development. I therefore believe that this can only become a fundamental priority for the Calabrian region and the other cascading territorial bodies.
“The quality of the education system in Calabria requires much more”
Why does Invalsi see continuous results, for instance, in improving the skills of young people in the Northeast, to put themselves at the top of the ranking of EU countries? This certainly has nothing to do with the laws being drafted by the IP Ministry or Parliament. It has to do with the dynamism, vitality and commitment of those regions and provinces. It has to do with the social and professional capital of those schools. It is also for this reason that Calabria is at the bottom of the rankings.