Invalsi Trials at the beginning. Ricci: “Fundamental tests to understand the state of school health. 10% of students complete their studies with inadequate skills.” [INTERVISTA]

The Invalsi 2022 trials start on Tuesday, March 1st. The first to try their hand are the graduates. From the 1st of April on, the third-grade schools will come, from the 6th of May the pupils from the 2nd and the 5th school year, from the 11th of May the secondary school pupils. Roberto Ricci, president of the organization, intervenes at Orizzonte Scuola.

President Ricci, after a two-year hiatus, everything goes back to full capacity or almost. What do you expect?

After two years of pandemic, Invalsi tests have returned to normal. This year, too, tests for the second high school will resume, following a two-year hiatus due to the pandemic. The tests help schools, students, families and the system to better understand whether the difficulties encountered during these two years of the pandemic have been at least partially reduced and whether the effects of the long closure are beginning to leave us. In 2021, a year still fully tested by the pandemic, approximately 475,000 secondary students took the tests. I think therefore that the importance of the tests is now clear to everyone and last year’s results show it: it is in shocking moments that the measurement of the damage produced becomes essential to understand what was most affected and where to go. . resolve the situation. A bit like it would never occur to us to avoid clinical exams when we are sick, because that is the moment when it is necessary to do them to understand what is not working, the same logic must apply to invalsi tests: it is important to understand where students are having a hard time helping them improve and I think schools, students and families have understood that.

Last year, the data from the Invalsi tests for students were not flat. Is it really all Dad’s fault?

The answer I would give to Impulse would be: maybe it was that simple! In this case, it would be enough to come back to the present to clarify the problems that have arisen, when in reality there are situations that come from far away. DAD was obviously problematic, but it allowed millions of boys and girls to keep up with the school. If at all, the problem is 9.5% of students who complete high school with highly inadequate basic skills. I have always openly and repeatedly argued that the father deserves a memorial plaque in all the municipalities of Italy, because the alternative at that time would not have been didactic. Sure, there has been a use of DAD over what is strictly necessary, but as long as we have remained in an emergency, distance learning has been a fundamental and indispensable tool. Not surprisingly, the problematic data in our report come from areas of the country that were previously disadvantaged and that have closed for longer than elsewhere.

What worries you the most?

The aspect that worries me the most is that adequate attention is not paid to the importance of learning. Often there are controversies and divisive debates that avoid the central issue, namely how to increase young people’s skills. I mean, we need an effort of concreteness that focuses on what can be done and not so much on the list of things that are not right. I think we need concreteness, which in my opinion is the highest form of respect towards the school and towards society as a whole.

Particularly significant are the problems of implicit early exit and delays in the South on various fronts. What can be done?

Certainly, that of implicit dispersion is a critical fact to keep in mind: these are children who, after 13 years of schooling, come out with insufficient skills in all subjects in which their actual preparation does not correspond to completion, with obvious consequences for if they find out , that they must enter the world of work. One of the data that emerges from these percentages is that the compensatory effect of schooling is fundamental to disrupting this trend. Moreover, to further aggravate the situation, already complicated in itself, is the territorial and social divide: the action of students with insufficient preparation is concentrated in the regions of the South and in families with contexts less favorable for learning , contribute to expanding the territory. and social divisions of the Italian school and highlight the lack of a “robust” school infrastructure. The gaps between the territories have really disturbing dimensions from an educational point of view and frankly unacceptable for an advanced country. First of all, it is necessary to identify in a capillary manner where they take place, for whom, and under what circumstances. INVALSI data allows us to have this information and take immediate action. Once the problem is identified, solutions must be found that need to be personalized according to the different situations. Lately, we have learned that data is fundamental, but not enough, to understand what is happening and how you can correct the disadvantaged situations, transforming them into an opportunity for growth.

What are the levers from which we must start again for the school of the future?

I’m trying to list a few. Staff training, policy also based on data and on the constant verification of the concrete effects of the actions. But I think the most important thing is that the whole of society, not just politics, takes care of the school. Messages must be consistent. It is necessary that the whole community attaches importance to the school, asks for results, but guarantees support and support. Sure, the topic of resources is important and unavoidable, but we also need a consideration of learning methodologies, suitable for a school for everyone and for everyone. At stake is the future of the entire national community, not just that of young people. One of the lessons of the pandemic we have learned is that the role of the school is extremely important and that it is an asset to maintain. And in order to do that, we have to take care of them all, not looking for shortcuts, but graciously dealing with problems for what they are.

What do you have to say about the discretion that Invalsi tests can be used for enrollment in university?

INVALSI is a research institute that has a technical function to assist decision makers and tests are created to provide schools and students with information related to the skills acquired in some fundamental disciplines but not provided for entry Replacing testers. the ‘Uni. These are political decisions that do not belong to the institute.

here you are Calendar of administrations published by Invalsi:

II primary (paper test)
Italian: Friday, May 6, 2022
Read only sample classes: Friday, May 6, 2022
Mathematics: Monday, May 9, 2022

Primary V (paper proof)
English: Thursday, May 5, 2022
Italian: Friday, May 6, 2022
Mathematics: Monday, May 9, 2022

II and V Primary School Post Request

Dates for established administrations:
-12 May 2022 – V PRIMARY: English test
-13 May 2022 – II and V PRIMARY: Italian test
-16 May 2022 – II and V PRIMARY: Mathematics Test

Secondary School Secondary (Computer Test – CBT)
Ordinary Session Sample Classes
The school can choose one of the following two windows:
– Monday 4, Tuesday 5, Wednesday 6, Thursday 7 April 2022
– Monday 11, Tuesday 12, Wednesday 13 April 2022

The school chooses three days from one of the two administration windows to conduct the tests of Italian, mathematics and English (reading and listening).

Ordinary Session NON Sample Classes, Tests of Italian, Mathematics and English (Reading and Listening): from Friday 1st April 2022 to Saturday 30th April 2022

Supplementary Session: From Monday 23rd May 2022 to Saturday 28th May 2022

II Lycée (Computer Test – CBT)
Ordinary Session Sample Classes, Italian and Maths Tests: Wednesday 11th, Thursday 12th, Friday 13th May 2022
Ordinary Session NON Sample Classes, Italian and Maths Tests: from Wednesday 11 May 2022 to Tuesday 31 May 2022

Secondary Secondary V (Computer Test – CBT)
Ordinary Session Sample Classes
The school can choose one of the following two windows:
– Tuesday 1, Wednesday 2, Thursday 3, Friday 4 March 2022
– Monday 7, Tuesday 8, Wednesday 9, Thursday 10 March 2022

The school chooses three days from one of the two administration windows to conduct the tests of Italian, mathematics and English (reading and listening).

Ordinary Session NON Sample Classes, Tests of Italian, Mathematics and English (Reading and Listening): from Tuesday, March 1st, 2022 to Thursday, March 31st, 2022

Additional meeting and private owners: from Monday 23 May 2022 to Saturday 28 May 2022.

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