THEME

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Promoting the use of data on the educational system including those produced by INVALSI in scientific research and teaching

The Seminar “Data from and for the educational system: tools for research and teaching” will be held in Rome in 19-20-21 November 2025. This event, which has reached its 10th edition, is an important occasion for researchers, experts, policy makers, teachers, school leaders and anyone using or interested in using data to study and share materials, and results of national and international assessments or, more broadly, of all data on evaluation in the education field.

INVALSI databases are strengthened by sharing with other bodies and institutions and jointly help providing important ideas and reflections to all stakeholders. All those interested are invited to submit papers based on INVALSI data (national and/or international surveys) but also on data from other institutions which could be intriguing to shed light on specific aspects of the school system.

Sessions will be split between research sessions (held in English) and teaching sessions (held in Italian).

The first day will be entirely dedicated to research sessions, while on the second and third days, research sessions will alternate with teaching sessions.

KEYNOTE SPEAKER

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Esteemed keynote speakers will introduce the main themes of the conference.

RESEARCH

RESEARCH SESSIONS

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Session 1 – Research

Territorial Disparities in Education: A Long-Standing Issue Addressable Through New Data and Tools

Scientific coordinators of the session: Gianluca Argentin (University of Milan Bicocca), Elisa Manzella (Catholic University of Milan)

One of the persistent and pervasive features of the Italian school system (as well as of the broader Italian social system) is the presence of marked territorial disparities in students’ educational pathways and learning outcomes.
For many years, scholars have been investigating not only the extent of these territorial differences and related inequalities, but also their determinants and the degree to which different policies might help reduce them. Often, the debate has become polarized between those emphasizing the weight of contextual constraints and those focusing on the agency of local actors.

The availability, over multiple years and in longitudinal form, of fine-grained data on students’ competencies across …different territorial contexts offers new opportunities to understand and explore the factors underlying territorial disparities, the role of different actors and contexts and the policy tools that may be employed to address them. Another important opportunity for analyzing and understanding territorial phenomena arises from the growing availability of georeferenced data sources, frequentely in the form of open data. At the same time, combining fine-grained contextual information with student achievement data introduces new challenges in protecting the privacy of students, schools, and classrooms. The aim of this panel is to take advantage of these multiple data sources and to bring together scholars who are shedding new light on this long-standing issue in the country. We welcome empirical contributions that present: i. analyses of territorial disparities and their explanatory factors; ii. historical investigations of these disparities; iii. evaluations of interventions or policies that have proven effective in mitigating the negative impact of territorial contexts on student learning or on other actors in the school system. Methodological contributions are also particularly appreciated, especially those reflecting on the potential and limitations of integrating multiple data sources, and on solutions that balance research needs with the privacy protection of the different actors involved.

Keywords: Territorial Disparities, Learning Contexts, Data Source Integration Read more

Session 2 – Research

Exploring Educational Poverty: Conceptual and Methodological Approaches Through the Integration of Official Statistical Data Sources

Scientific coordinator of the session: Barbara Baldazzi (ISTAT)

Educational poverty represents a complex and multidimensional challenge that profoundly impacts the future of individuals and the society. This session aims to critically explore the various conceptual dimensions of educational poverty and to analyze the most effective methodologies for its measurement, with a specific focus on the integrated use of multiple official statistical data sources. Through the presentation and discussion of empirical research and innovative theoretical approaches, the session intends to:

• define and distinguish the different dimensions of educational poverty, moving beyond the mere lack of basic skills;
• illustrate the utility and challenges arising from the integration of various official statistical data sources (e.g., ISTAT, INVALSI, administrative data) for a understanding of the phenomenon;
• critically examine current measurement methodologies, highlighting their limitations and potential;
• discuss implications for future research and for the formulation of targeted educational policies aimed at effectively combating educational poverty.

The session is addressed to researchers and education professionals, and anyone interested in deepening their understanding of the complexities of educational poverty and the potential offered by the integrated analysis of official statistical data to address it.

Keywords: Educational Poverty, Data Sources, Methodology

Session 3 – Research

International large-scale assessments (ILSAs) methods and results

Scientific coordinators of the session: Maria Magdalena Isac (KU Leuven), Andres Sandoval Hernandez (University of Bath)

INVALSI collects Italian data for International Large-Scale Assessments (ILSAs) such as the International Civic and Citizenship Education Study (ICCS), the Trends in International Mathematics and Science Study (TIMSS), the Progress in International Reading Literacy Study (PIRLS), and the Programme for International Student Assessment (PISA). These assessments are crucial tools for informing educational research and shaping international policy landscapes. As representative studies of student populations at the level of educational systems, ILSAs generate information that enables comparisons of cognitive and non-cognitive learning outcomes, as well as educational practices, across various educational systems. In this session, we invite empirical and conceptual research contributions that offer rigorous analysis, critique, and development of ILSA methods and results, alongside a reflection on their implications for education policy. A focus on non-cognitive outcomes of learning and underexplored educational goals, such as citizenship competencies and competencies in education for sustainable development, is particularly desirable. We also strongly encourage reflections on Italian data and results in comparison to other educational systems.

Keywords: International large-scale assessments; Methods; Comparative research

Session 4 – Research

Learning and Academic Analytics for Educational Quality: Tools for Pedagogical Action and School Governance

Scientific coordinator of the session: Donatella Poliandri (INVALSI)

The use of learning analytics (LA) and academic analytics (AA) in educational settings represents one of the most promising – and simultaneously most complex – frontiers in current pedagogical and organizational innovation. Analyses of data generated in digital learning environments (LA) and those from institutional information systems (AA) can offer meaningful tools to support teaching, personalize learning, strengthen evaluation, and inform strategic decisions at both school and policy levels.

However, national and international research highlights several significant challenges: low levels of …data literacy, poor interoperability between platforms, and fragmented or bureaucratic uses of data often reduced to formal accountability. At the same time, there is growing interest in approaches that interpret data not merely as technical instruments of control, but as levers for promoting educational agency, organizational awareness, and professional development.
This panel aims to foster a critical and transnational discussion on how learning and academic analytics can be meaningfully integrated into school processes to support a more formative, reflective, and equitable evaluation culture. Drawing on international literature and European research experiences, we will examine practices, models, and conditions that enable transformative and sustainable uses of data in schools.

We particularly welcome contributions that explore:
• the personalization of learning and the early identification of students’ educational needs;
• support for instructional and organizational decision-making (data-informed teaching and data-informed decision-making);
• the promotion of collaboration among teachers, students, and families in evaluation processes;
• the strengthening of school self-evaluation practices;
• critical analysis of the systemic impact of academic analytics on educational equity and resource allocation;
• the integration of data from heterogeneous sources (e.g., digital registers, LMS, standardized assessment systems);
• participatory and context-sensitive approaches to the use of learning and academic analytics;
• the ethical, professional, and organizational implications of data use in school settings.

The panel particularly welcomes papers based on empirical research findings, comparative case studies, or theoretical reflections, including those adopting interdisciplinary perspectives. The goal is to foster an informed and impact-oriented discussion capable of generating knowledge that is transferable to schools and public policy. From this perspective, learning and academic analytics are understood as tools for a school system that – at all levels, from the micro (classroom practices) to the meso (school organization) and macro (education systems) – reflects on itself, recognizes its strengths and areas for improvement, and collectively develops strategies for informed and sustainable educational growth.

Keywords: Learning analytics, Academic analytics, School evaluation, Educational improvement Read more

Session 5 – Research

Assessing digital skills and assessing learning with digital: new challenges for schools

Session co-organized with University of Bergamo

Scientific coordinators of the session: Paolo Barabanti (INVALSI), Marco Giganti (University of Bergamo)

In recent years, the integration of digital technologies into schools has become increasingly important – not just as a teaching aid but as a structural element that is changing the nature of education itself. Today, digital competence encompasses more than just technical skills: it involves a profound transformation in teaching and learning methods.

The relationship between traditional and digital literacy is becoming increasingly integrated, with the ability to interpret, produce… and evaluate digital content becoming an essential part of active citizenship. In this context, the digital skill is of strategic importance to the school system, presenting it with a dual challenge: both promoting a critical and conscious use of technology among students and supporting teachers in developing innovative teaching and learning assessment practices.
Therefore, it is urgent to strengthen digital skills by revising school curricula and investing in the continuous professional development of teachers. The digital divide between students – who are often more familiar than teachers with technology – and teachers highlights the need for structured support to address ongoing changes. From this perspective, it is crucial to adopt reliable tools for consistently and systematically assessing the digital skills of students and teachers alike. This would help to identify training needs, inform educational policies and support practices that address the challenges of innovation.
Finally, using artificial intelligence to assess learning opens up new possibilities: digital tools that can automatically correct work, provide immediate feedback and personalise learning can enhance self-assessment and the monitoring of educational processes.
This session welcomes theoretical and empirical contributions on digital skills and artificial intelligence in schools from an evidence-based, multidisciplinary perspective. We particularly welcome proposals that:
• reflect on the definition and assessment of digital skills, including references to European frameworks and shifts in educational paradigms;
• present research results based on national and international surveys related to levels and profiles of digital competence, and their relationships with individual and contextual variables;
• analyse the digital divide between students and teachers, and its educational and social implications;
• explore the skills required in the teaching profession today to integrate digital tools and AI into teaching and assessment.

Keywords: Digital skills, Learning assessment, Artificial intelligence Read more

Session 6 – Research

Evaluating the Impact of Education Policies: Counterfactual Approaches and Evidence for Basic Skills Improvement

Scientific coordinators of the session: Daniele Vidoni (European Commission, Directorate General for Education, Youth, Culture and Sports), Marco Montanari (European Commission, Directorate General for Education, Youth, Culture and Sports)

Understanding the impact of education policies requires rigorous evaluation methods capable of isolating causal effects. This session invites contributions that apply counterfactual approaches—whether experimental (e.g., randomized controlled trials) or quasi-experimental (e.g., regression discontinuity designs, difference-in-differences, propensity score matching)—to assess the effectiveness of specific education policy initiatives.

We particularly welcome empirical studies that make use of INVALSI data or administrative data sources in Italy, as well as similar data infrastructures… from other countries.

Examples of relevant topics include:
• the impact of targeted interventions to improve reading, mathematics, or digital skills, particularly among underachieving students;
• evaluation of teacher professional development programs aimed at enhancing instructional practices in basic skills areas;
• effects of digital learning policies designed to support foundational competencies and reduce digital divides;
• the effectiveness of inclusive education strategies or remedial measures for students at risk of early school leaving;
• policies addressing territorial and socio-economic disparities in student achievement in literacy, numeracy, and ICT.

The aim of the session is to showcase how counterfactual methods can inform evidence-based policymaking by providing credible estimates of what would have happened in the absence of an intervention. Contributions may include completed studies, ongoing projects with preliminary results, or methodological innovations that improve causal inference in education research. Submissions are encouraged from both academic researchers and institutional actors involved in policy design or evaluation. Projects combining administrative microdata with student assessment results, using INVALSI or comparable sources, will be particularly valued. Cross-national comparisons are also welcome, especially when they illustrate how methodological approaches travel across different policy and data contexts.

Keywords: Counterfactual methods, Basic skills, Integrated education datasets Read more

Session 7 – Research

Inequalities in Educational Attainment and the Role of Teachers and School Principals

Scientific coordinators of the session: Giorgia Casalone (University of Piemonte Orientale), Alessandra Michelangeli (University of Milano Bicocca), Jurgena Myftiuc (University of Bergamo)

This panel session aims to explore the persistent and multifaceted inequalities in educational attainment, drawing on evidence from INVALSI data, as well as comparable data from other countries. The contributions will primarily focus on two interrelated dimensions: the measurement and evolution of educational disparities, and the role that teachers and school principals play in mitigating – or unintentionally reinforcing – these gaps.

One of the key topics to be addressed in this panel session is the analysis of patterns of inequality in student achievement across geographical… areas (North-South divide, urban-rural differences), as well as by students’ family background – particularly socioeconomic status, parental education, and migration background. Papers will highlight how disparities evolve over time and at different stages of schooling, identifying critical points where inequalities widen. The aim is to provide a data-driven understanding of how educational opportunities remain unevenly distributed in the school system, and how structural and contextual factors interact to shape student outcomes.

Another key focus of the session is the role of school personnel – particularly teachers and principals – in influencing educational attainment and equity. Drawing on recent research, both national and international, the panel will address questions such as: Do effective teachers and skilled school leaders reduce the impact of students’ family background on achievement? Can schools be engines of upward mobility despite structural disadvantage? What kinds of leadership practices and teaching strategies are most effective in promoting learning for all, especially for students from marginalized backgrounds? By bringing together empirical evidence and practical insights, the session seeks to foster a constructive dialogue on policy and practice. It will highlight the potential – and the limitations – of schools and educators in reducing educational inequalities, and will discuss what systemic supports are needed to enhance their impact.

Keywords: Multidimensional Inequality, School teachers, School principals Read more

Session 8 – Research

The Strategic Role of Data for an Evidence-Informed Culture to shed light on Teachers’ Professionalism in Social Contexts

Session co-organized with University of Milan Bicocca

Scientific coordinators of the session: Gianluca Argentin (University of Milan Bicocca), Paolo Barabanti (INVALSI)

In recent years, there has been growing interest in evidence-based educational practices in scientific debate and educational policy, ending up toward a more cautious informed-based approach. Attention has focused mainly on student learning outcomes, overlooking the fundamental role of teachers and their professionalism as a crucial component in the production and use of evidence. To understand this part of the evidence-informed transformation of education, we should move beyond normative or stereotypical representations of teachers and investigate the factors that shape their professional identity and experience, such as motivation, self-efficacy, occupational well-being, perceived competencies and classroom practices.

In this context, an evidence-informed approach to teaching does not merely aim to measure ‘what works’ in education;… it also seeks to highlight the factors affecting the quality of teachers’ work and shaping their orientation towards evidence. Data from qualitative and quantitative surveys, field observations, impact evaluations and longitudinal studies can provide essential insights into teachers’ occupational experience, their relationships with educational institutions, the resources and challenges they face and the related choice to rely or not on evidence. This session welcomes theoretical and empirical contributions that address teacher professionalism from an evidence-informed perspective.

We encourage proposals that:
• use data to investigate teachers’ motivation, perceived self-efficacy and use of evidence;
• explore the competencies currently required in the teaching profession in light of ongoing cultural, social and technological transformations;
• reflect on the role of evidence-informed approaches and tools in initial and continuing teacher education;
• discuss the implications of teachers’ data use in creating more equitable, sustainable and high-quality educational environments.

Keywords: Teaching professionalism, Evidence-informed approach, Data culture Read more

Session 9 – Research

The Italian University Under Pressure: Academic Performance

Scientific coordinators of the session: Carmen Aina (University of Piemonte Orientale), Fabrizio Patriarca (University of Modena and Reggio Emilia), Giuseppe Pignataro (University of Bologna)

The Italian university system is facing increasingly complex challenges that affect its ability to ensure quality, equity, and accessibility. This session aims to critically examine student performance in higher education, particularly in a context marked by growing competition – especially from online universities – and profound structural transformations, such as demographic decline and persistent inequalities in access to tertiary education and academic progression.

Particular attention will be devoted to inequalities related to gender, secondary school background (with a focus… on the distinction between academic high schools, technical schools, and vocational institutes), students’ geographical and social mobility, and disciplinary choices, which often reflect deep-rooted cultural and structural constraints. The discussion will explore how these variables affect not only access to university, but also persistence, time to degree completion, and academic success rates. A further key topic to be addressed is academic familism, understood as the tendency to reproduce intergenerational transmission of educational and symbolic capital within the university context. In Italy, coming from families with extensive experience of the academic environment and in many cases, with the university itself as a workplace – constitutes a substantial competitive advantage. This phenomenon leads to unequal opportunities, already visible during the access and orientation phases, and continues throughout the academic journey, influencing post-graduation decisions and access to academic careers or highly qualified professions. Drawing on empirical contributions, the session seeks to investigate in depth the dynamics and determinants that affect university performance in Italy, highlighting the interplay between longstanding inequalities and emerging forms of stratification. The session will also discuss the implications for public policies and institutional strategies aimed at mitigating the cumulative effects of social, cultural, and economic disadvantage. In this context, the analysis of academia offers a crucial lens for understanding elite reproduction and the persistent barriers to inclusion within the Italian higher education system.

Keywords: Tertiary education, Educational inequalities, Academic performance Read more

Session 10 – Research

Data Literacy and Data Use in a Digital Age

Scientific coordinators of the session: Serafina Pastore (University of Bari), Davide Azzolini (Fondazione Bruno Kessler, Trento), Sonia Marzadro (Fondazione Bruno Kessler, Trento)

Over the last five years, societal, economic, and ecological changes have deeply affected educational systems. In this scenario, educational assessment has changed faster than ever. The high-level commitment to assessment and data-based decision-making has proliferated in educational contexts and teachers have been called to switch from teaching and assessment practices extensively used for decades to new ones. While the growing use of digital learning platforms and student information systems in schools enables the storage and analysis of even more types of educational data, evidence from the ground shows that teachers continue to struggle using technological resources and new instruments for assessment, feedback, and data-based decision making.

The emergence of Artificial Intelligence (AI) poses an added challenge. With AI, educators have not only a new challenge of… preventing unethical practices by learners. More importantly, teachers can consider AI’s competent utilization as teaching and learning objectives. But even more crucial is the incorporation of AI-based tools into the teachers’ pedagogical practice - including (self-)assessment and feedback - for increased sustainability.

The most recent trends in the field of school improvement and teacher education have pointed out the crucial role of data and emphasized how important it is to prepare teachers to read, interpret, and use data to inform their practice at school (Henderson & Corry, 2021; Mandinach & Gummer, 2016). On one hand, it has been clearly shown how effective use of data by teachers can lead to school improvement, including student learning achievement. On the other hand, attempts to reach a common definition of teacher data literacy and to understand teachers’ use of data require further research.

The relationship between assessment practice (at school and classroom levels), social, cultural, and technological innovations (e.g., the progressive and rapid integration of AI into educational contexts) needs a better understanding to orient and guide teachers.

Entering this debate, this session proposal intends to fulfill two main purposes:
1. Identify which scholarly knowledge and practices exist regarding assessment, data use, data decision-making in current digital age;
2. Inform and guide the design and implementation of evidence-based educational practice.

Submissions that advance education praxis, research, theory, and policy to inform and engage the public are welcome. We seek, more specifically, for empirical studies dealing with teacher data literacy and the use of digital data; professional drivers and strategies to support teachers and school principal using data; relationships between assessment data (including national and international large-scale assessment data) and teacher instructional practice.

Keywords: Teacher data literacy, Teacher assessment literacy, Decision-making, Data use Read more

Session 11 – Research

Students with a migratory background, mobility and educational pathways: new challenges for equity and inclusion

Scientific coordinators of the session: Patrizia Rinaldi (Institute for Migration Research, Universidad de Granada), Giovanna Filosa (INAPP), Emanuela Gamberoni (University of Verona)

In Italy, INVALSI data have documented over the years the gaps between pupils with Italian citizenship and students with non-Italian citizenship (CNI) of the first and second generation, for almost all tests and in all levels of administration, in intersection with socioeconomic and cultural variables (ESCS indicator). What emerges is a complex picture full of lights and shadows, but of extreme importance, given that inclusion begins right at school as a lifewide and lifelong process.

In education and training systems, the intellectual capital of migrant origin risks being dispersed, if not adequately… supported, in the broader framework of policies aimed at qualifying educational paths for all, including student mobility programs both within and outside the European Union. The barriers to learning that need to be removed are not only linguistic, but also social and cultural ones. In the paths of educational and training inclusion, schools and families must be guided and accompanied by informal networks of proximity and experiences, often more structured, linked to the third sector, associations and volunteering to ensure that the entire territory is transformed into an educational community. In this, school evaluation and self-evaluation systems can play a crucial role, if understood not from a sanctioning or compliance perspective, but as diagnostic clues that can guide school policies in a genuinely inclusive direction.

This session aims to carry out an interdisciplinary and qualitative-quantitative reflection on these issues, focusing on the following aspects:
• analysis of learning gaps between native and migrant pupils based on standardized tests (INVALSI, PISA, etc.);
•     case studies and promising practices of educational and training inclusion of first- and second-generation foreign students;
• potential and limits of the methodologies for evaluating interventions to combat implicit early school leaving, with particular attention to the migrant target;
• comparative studies on the different school and training integration systems at European and non-European levels;
• the role of the third sector in supporting students of migrant origin;
• European and non-European student mobility programs for including and qualifying young migrants, between difficulties and excellence.

Keywords: migration, mobility, inclusion Read more

Session 12 – Research

Support teachers and co-teaching models for inclusion: investigating equity in the Italian Educational System through case studies and comparative perspectives

Scientific coordinators of the session: Sara Mori (INDIRE), Serena Greco (INDIRE), Francesca Storai (INDIRE)

The development of genuinely inclusive educational environments capable of enhancing both quality and equity within the Italian school system – has become a key national priority (Turano, 2023).

At the international level, the Italian model of inclusive schooling has gained widespread recognition, not only for its ethical underpinnings, but also for its capacity to foster personal growth and support the unique characteristics of each learner (Marchisio et al., 2024).

Nevertheless, the actual effectiveness of the inclusive practices implemented – especially in relation to the most vulnerable students – and their potential to… produce equitable and high-quality educational pathways cannot be assumed (Cottini, 2016).

This calls for a critical and in-depth examination of the professional profile and training of inclusive educators, particularly support teachers. These professionals require a comprehensive preparation that integrates pedagogical, disciplinary, transversal, and technological competencies in a coherent and effective manner (La Marca & Di Martino, 2021).

This session seeks to explore the role of support teachers within the Italian education system, aiming to both highlight national experiences and research findings and to compare them with practices from other educational contexts.

Using a multidimensional and data-informed approach, the panel intends to examine the extent to which inclusive co-teaching practices contribute to educational equity. In this regard, we welcome contributions based on national datasets (e.g., INVALSI assessments), literature reviews, institutional evaluations, or qualitative inquiries, to analyse how the presence and role of support teachers influence school climate, teacher collaboration, school organisation, and student learning outcomes.

Moreover, the session aims to investigate how co-teaching models – at both national and international levels – interact with broader socioeconomic and cultural variables.

A comparative perspective is also encouraged, through contributions that examine the Italian experience alongside that of other inclusive school systems, where pupil support may be organised in different ways (Ainscow & Miles, 2008). These comparative insights are essential for identifying the strengths and weaknesses of the Italian model, particularly concerning teacher education, role clarity, and systemic coherence. In alignment with the goals of the INVALSI Seminar – designed to promote the integrated use of data and innovative methodologies – this session values contributions that employ both micro- and macro-level analyses, as well as mixed-method approaches. Such work is crucial for uncovering the pedagogical, organizational, and relational dynamics through which support teachers succeed – or struggle – to establish inclusive learning environments.

Keywords: School inclusion, Support teachers, Co-teaching, Case studies, Comparison between education systems Read more

Session 13 – Research

Initial Teacher Education for Secondary Schools: Evidence and Perspectives

Scientific coordinators of the session: Anna Dipace (University Telematica Pegaso), Andrea Tinterri (University Telematica Pegaso), Marilena di Padova (Università of Foggia)

The new system for the training and recruitment of lower and upper secondary school teachers in Italy, established by the DPCM of August 4, 2023, assigns higher education institutions direct responsibility for initial teacher education. The 60 ECTS/CFA qualifying programs represent a major structural reform that involves universities, accredited institutions, schools, and prospective teachers in an integrated effort.

The implementation of these programs has entailed – and continues to entail – significant challenges: for students, who must cope with intensive schedules and strict… requirements; and for universities and training providers, who have been required to rapidly develop educational models consistent with ANVUR Guidelines, integrating in-person and online learning, direct and indirect internships, and complex final assessments.

Given the strategic importance of this reform for the quality of school education, it is now essential to promote the critical and systematic collection and analysis of evidence regarding the design, implementation, and both educational and occupational impacts of these programs.

This track aims to explore how data – both quantitative and qualitative – can support a better understanding and improvement of initial teacher education. The goal is to foster a critical, interdisciplinary discussion grounded in empirical evidence, involving researchers, policymakers, teacher educators, school leaders, and other key stakeholders in the education system.

Submissions may address, but are not limited to, the following areas:
• analysis of evidence related to access, participation, attrition, and educational and occupational outcomes of teacher training programs;
• identification of critical issues and best practices in the implementation of the new training model, including case study analyses;
• methodological reflection on tools for data collection, analysis, and dissemination, promoting transparent and replicable approaches to monitoring training pathways;
• comparative analyses between the Italian model and international best practices in teacher professionalization, digital competence development, and educational quality.

This track seeks to contribute to the construction of a robust knowledge base on the new initial teacher education programs, useful for informing policy decisions, enhancing program design, and supporting educational innovation. The success of the initial teacher education system will play a decisive role in shaping the future of education in Italy; for this reason, fostering a data-driven, evidence-based discussion is essential to ensure the long-term quality and sustainability of the educational system and to guide teacher recruitment and training policies with greater awareness.

Keywords: Secondary School, Teacher Education, Best Practices Read more

Guidelines for Abstract Submission

Abstract(s) must include a text both in Italian (from 1,000 to 2,000 words) and in English (from 800 to 2,000 words), 4 keywords (both languages) and a short bio for each author (not exceeding 50/60 words, in Italian and in English). Bibliographical references are excluded in the words count.

All abstracts must synthesize the whole work and they should be:

• accurate: providing the aims and content of the contribution and not including not necessary information;
• non-evaluative: it has to report data without any kind of judgement;
• coherent and legible: the language should be clear and concise, using preferably verbs rather than equivalent nouns and favouring the active form.

Abstracts for research sessions must include the following parts:

• Introduction, to clarify the paper orientation and with references in the literature;
• Research object and hypothesis;
• Data;
• Method;
• Results and Findings;
• References.

There can be no more than 4 authors for each abstract.

Authors will be able to submit their abstracts via the online procedure available on this website in the “RESERVED AREA” section after login. Abstracts submitted via e-mail or by any other means will not be accepted.

Abstracts must be submitted by June 22, 2025. Only after the notification of abstract evaluation, any co-authors may register for the Seminar.

TEACHING SESSIONS

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The INVALSI Seminar “Data of and for the Education System: a tool for research and didactics”, now in its 10th edition, represents an important opportunity for studying and sharing among researchers, experts, policymakers, teachers, school leaders, and anyone using - or could potentially use - data, materials, and results of national and international student assessments. More broadly, it engages anyone interested in INVALSI evaluation data within the educational and training system.

INVALSI data are an invaluable tool for didactics since they can support critical reflection on the methodologies and practices through which schools- and the education system as a whole - pursue their educational mission. The growing academic, political, and professional debate on the evaluation of education and training at different levels may benefit from the contribution that schools make to society by building knowledge and competences.

Several aspects of didactics may be examined, explored, developed, and improved using INVALSI data. The seminar offers a unique and concrete opportunity to share and disseminate experiences, practical applications, and experiments concerning the use of INVALSI data in didactics with the aim of promoting increasingly informed and effective practices. To this end, contributions may take an applied, methodological, or theoretical approach and may address, in greater depth, one of the thematic areas central to the seminar.

Topic 1 – Teaching

INVALSI data as a tool for improving the effectiveness of didactics

As stated in Legislative Decree No. 62/2017, national student assessments contribute to schools’ self-evaluation processes and provide valuable tools for the progressive improvement of teaching effectiveness. INVALSI test data, therefore, in addition to playing a key role in evaluating the Italian education system, serve as a valuable resource for all schools by offering an evidence base supporting decision-making and improvement processes. This applies also to teaching practices, with concrete implications for teaching planning and classroom-level strategies.

This opportunity is made possible by the publication of detailed documentation related to the INVALSI assessments as well as by the… comprehensive and systematic release of school-specific results through a dedicated section of the INVALSI institutional website. As these data are made available at the beginning of each school year following the national assessments, schools are able to incorporate INVALSI data into their educational and teaching planning processes. Linking data from the INVALSI assessments to educational and teaching planning can be highly valuable for monitoring student achievement in relation to the activities and initiatives offered by schools. The implementation of the INVALSI assessments itself is also a crucial element, as it entails the active involvement of schools, teachers, and - most importantly - the students who take part in them. Moreover, schools design and implement structured assessments for parallel classes, aimed at conducting intermediate evaluations and fostering students’ familiarity with this type of assessment tool, including digital formats. In this context, teaching to the test may be understood not as a risk, but rather as an opportunity for students to engage with and learn from a specific approach to assessment.

In light of these considerations, the call invites submissions that explore: how schools employ the INVALSI frameworks and assessment data to plan educational and teaching activities within the domain of basic competencies (Italian, Mathematics, English) as well as other basic and/or cross-curricular competencies; how INVALSI assessment data have proven useful for monitoring the improvement of basic and/or cross-curricular competencies; which strategies schools have implemented to promote students’ and families’ understanding of INVALSI assessments and of their objectives, with the aim of fostering informed participation; and which projects and/or initiatives schools have undertaken to conduct evaluations through structured assessments such as the INVALSI tests, including the outcomes achieved in terms of costs and benefits.

Keywords: INVALSI data, teaching practices, teaching effectiveness Read more

Topic 2 – Teaching

INVALSI data as the basis for initiating schools’ self-evaluation and improvement processes

Ministerial Directive No. 11/2014, which outlines the strategic priorities of the national evaluation system, emphasizes the use of student assessment results provided by INVALSI to each school as a basis - together with other informational elements at their disposal - for initiating self-evaluation and improvement processes in all educational institutions. Under the evaluation procedure established by Presidential Decree No. 80/2013, schools’ self-evaluation involves analysing and reviewing their own initiatives on the basis of data made available by the Ministry’s information system, student assessment results, and value-added analyses supplied by INVALSI, in addition to other significant elements integrated by the schools themselves. The objective is to prepare an electronic Self-Evaluation Report (RAV) in accordance with the framework provided by INVALSI, and to develop an improvement plan that will be incorporated into the Three-Year Educational Offer Plan (Piano Triennale dell’Offerta Formativa) as required by Law 107/2015.

The system-wide evaluation process applies not only to primary and secondary schools but also to Provincial Adult… Education Centres, and, starting in the next three-year period, to preschools. Both segments currently lack INVALSI assessment data; by contrast, accredited professional training centres - offering the Professional Education and Training (IFP) pathways and able to access INVALSI results for second-year professional students - have pilot-tested the self-evaluation process using the RAV. All segments share the objective of identifying, following a process of analysis and reflection, the priority–goal pairs and their associated process objectives that will serve as the basis to formulate improvement actions within the school’s identity planning. In this regard, the school - as a learning organization - can leverage the heuristic value of INVALSI data in decision-making processes.

By means of the data provided by INVALSI, schools can reflect on their organizational, managerial, and educational practices and determine which improvement actions to pursue. In this way, the evaluation process can generate multiple forms of organizational learning. Within this framework, data literacy, digital literacy, the strategic use of INVALSI data for teaching and organizational–managerial planning assumes central importance. This call invites submissions on the following topics: the ways in which schools use INVALSI data for self-evaluation and school improvement; the methods employed by schools to read and interpret INVALSI data in order to enhance their capacity for pedagogical and organizational planning; the strategies implemented - whether through collaborative networks or action-research - aimed at self-diagnosis and the selection of outcome priorities, as well as the approaches to social accountability for these processes; and the internal and external communication strategies for disseminating the results of evaluation and self-evaluation.

Keywords: INVALSI data, school evaluation, data literacy Read more

Topic 3 – Teaching

European key competences and “learning to learn”: what development beginning in early childhood education?

The complex and ever-evolving nature of contemporary society requires the ability to orchestrate and apply transversal skills, which - starting from the capacity to learn how to learn - are essential for students' educational achievement and lifelong success as today's and tomorrow's citizens. Schools are therefore called upon to promote all the European key competences within their curricula and to assess them at every level of education. The assessment of digital competences is essential in a digitally advanced society shaped by the continuous development of technology. It plays a crucial role in supporting the acquisition of these competences and in promoting the conscious, critical, and responsible use of digital technologies for learning, employment, civic participation, and social inclusion. INVALSI has launched a study aimed at assessing digital competences at the end of compulsory education.

The evaluation of pathways for transversal skills and career guidance (PCTO in Italian), also through data available in the School Self-Evaluation Report (RAV in Italian), can provide… valuable insights into the impact of these experiences on students’ educational and professional developments. Key competences can be developed starting from early childhood education. In fact, it is precisely during the early years that targeted interventions can be most effective in reducing inequalities stemming from diverse socioeconomic and cultural backgrounds. A relevant example is provided by the recent Italian Guidelines for the Teaching of Civic Education, which can be implemented beginning with children's active exploration and engagement within each experience field. The early childhood education curriculum is particularly suited to fostering transversal competences across the different areas of experience. These areas can contribute - both jointly and individually - to the “gradual development of self-awareness, the recognition of others, the understanding of similarities and differences that characterize all individuals, the discovery of others as distinct from oneself, and the progressive development of respect for oneself and for others, as well as of health and well-being. They also support early understanding of cultural phenomena and the awareness that one's existence unfolds within a broad and pluralistic society — one that is grounded in rules, dialogue, and exchange, and is expressed through respectful behaviours toward others, the environment, and nature” (Italian Guidelines for the Teaching of Civic Education, 2024: 8).

The integration of the European key competences within early childhood education is almost immediate, as illustrated by the citation above. However, its effective implementation requires a deep understanding of the national curriculum and of the learning goals for children’s competence development. Beginning in 2025, a new three-year cycle (2025–2028) of the National Evaluation System (Presidential Decree 80/2013) will be launched. Through the integrated School Self-Evaluation Report and the Early Childhood Self-Evaluation Report, particular attention will also be given to outcomes related to the well-being of children, pupils, and students. For children in early childhood education, overall development and European key competences are being observed nationwide for the first time. This offers teachers a valuable opportunity to reflect on the design of the learning environment, to closely monitor the development of competences in children, pupils, and students, and to actively support the ongoing formation of their key competences. The dialogue between different education levels enables to develop a vertical curriculum for the European key competences, ensuring that each stage builds upon the foundations laid by the previous one. This ongoing exchange supports the continuity of learning experiences for children, pupils, and students, who progressively achieve more complex and integrated forms of key competence mastery.

Keywords: European key competences, learning to learn, early childhood education Read more

Topic 4 – Teaching

INVALSI data facing the challenges of the educational system in the era of technological and demographic transition, to tackle school dropout and educational poverty

With Goal 4 of the 2030 Agenda, the United Nations aims to ensure inclusive, equal, and quality education and to promote lifelong learning opportunities for all. To this end, the development and enhancement of competences become crucial, as does the effort to reduce school dropout rates and educational poverty. The Italian Authority for the Protection of Childhood and Adolescence (2022) defines school dropout as the failure, incomplete, or irregular participation of young people of school age in education and training services. School dropout can take an explicit form, such as leaving school, early exit from the education and training system, or persistent absenteeism. In this sense, school dropout in Italy shows an overall decreasing trend, reaching 9.8% in 2024 and approaching the 2030 Agenda target set at 9%. However, significant disparities remain, for example, in relation to geographical area, initial socioeconomic conditions, gender, and the type and track of education chosen by students.

Dropout can also be implicit or hidden. This form is captured by the INVALSI assessments, which identify… students who, despite completing their studies, perform below the basic proficiency level in Italian, Mathematics, and English - levels comparable to those expected in the previous stage of education. Thanks to the nationwide, census-based INVALSI assessments, it is possible to identify, with a high level of granularity, conditions of risk for school dropout and educational vulnerability, even in a predictive manner. This enables the initiation of targeted interventions aimed at recovering and strengthening students’ competences. In the post-pandemic period, Ministerial Decree 170/2022, Agenda Sud (DM 176/2023), and Agenda Nord (DM 102/2024) introduced a set of measures aimed at enhancing competences and addressing school dropout, involving numerous Italian schools at all educational levels. Furthermore, through Ministerial Decrees 328/2022 and 233/2024, the Ministry of Education and Merit not only issued new guidelines for educational guidance, but also allocated resources to support orientation programmes in lower secondary schools. These initiatives aim to foster the development of students’ potential and talents, while also reducing dropout rates and early school leaving. Within this framework, INVALSI assessments serve as a valuable tool for schools to monitor and support efforts to counteract school dropout. This call invites contributions exploring the use of INVALSI assessments in the definition of priorities after the school self-evaluation process and the development of projects - whether network-based or action-research initiatives - aimed at addressing both explicit and implicit school dropout, educational poverty, and more in general inequalities.

Keywords: INVALSI data, school dropout, educational poverty Read more

Guidelines for Abstract Submission

For proposal submission, the following elements are required:

• title of the contribution (in Italian and English);
• four keywords (in Italian and English);
• abstract of between 250 and 500 words (in Italian and English), excluding the bibliography, structured as follows:
  • a) theoretical framework;
  • b) research objectives/questions;
  • c) method of using INVALSI data;
  • d) results;
  • e) relevance to the Seminar;
  • f) bibliography (maximum 10 references).
• a short biography of each author (55–60 words, in Italian and English).

There can be no more than 4 authors for each abstract.

Each author must be main-author or co-author for no more than two abstracts, but main-author only for one of those two.

Among the submissions, 40 proposals will be selected through a double-blind peer-review process. Selected contributions must be relevant to the educational themes and closely aligned with the focus of the seminar.

Authors will be able to submit their abstracts via the online procedure available on this website in the “RESERVED AREA” section after login. Abstracts submitted via e-mail or by any other means will not be accepted.

Abstracts must be submitted by June 22, 2025. Only after the notification of abstract evaluation, any co-authors may register for the Seminar.

RESERVED AREA

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DEADLINES

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12 giugno 2025

Opening abstract submission.

22 giugno 2025

Deadline for abstract submission.

7 luglio 2025

Notification of abstract evaluation.

14 luglio – 20 luglio 2025

Speaker registration.

29 settembre – 26 ottobre 2025

Participant registration.

20 ottobre – 2 novembre 2025

Slide submission.

ORGANIZING COMMITTEE - RESEARCH

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ORGANIZING COMMITTEE - TEACHING

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