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IX Seminar "Data from and for educational systems: tools for research and teaching"

October 17 October 19

Andrea di Bonaiuto (Andrea Da Firenze), Allegory of the Sciences, 1365-68

THEME


Promoting the use of INVALSI data in scientific research and teaching

The Seminar “Data of and for the educational system: tools for research and teaching” will be held in Rome in 17-18-19 October 2024. This event, which has reached its 9th 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).

Download the poster click here.

THE EVENT TAKES PLACE UNDER THE PATRONAGE OF:

https://www.anci.it/

The National Association of Italian Municipalities (Associazione Nazionale dei Comuni Italiani: ANCI) is a non-profit association. It protects and represents the general interests of Municipalities, Unions of Municipalities, Mountain Municipalities and other forms of association, Metropolitan Cities and all municipal bodies. It enhances the specificities and peculiarities of the Municipal system, promoting support policies at national and at regional level.

https://www.anvur.it/

The Italian National Agency for the Evaluation of Universities and Research Institutes (ANVUR) oversees the national quality evaluation system for universities and research bodies. It is responsible for the quality assessment of the activities carried out by universities and research institutes, recipients of public funding. It is also entrusted with steering the Independent Evaluation Units’ activities, and with assessing the effectiveness and efficiency of public funding programmes or incentive programmes for research and innovation activities.

https://www.espanet-italia.net/

ESPAnet Italia is a network of social policy researchers that promotes the interdisciplinary debate on social policies considering different theoretical and methodological traditions in order to achieve a reciprocal and fruitful contamination.

https://eurispes.eu/listituto-di-ricerca-degli-italiani-eurispes/

EURISPES, Institute for Political, Economic and Social Studies, founded and chaired by Gian Maria Fara, is a private organisation and has been working in political, economic, and social research since 1982. Its activities include the realisation and dissemination of various research lines, drawing partnerships with other institutional and private entities, developing projects that address some of the issues identified through the constant monitoring of the Italian situation also in comparison with European and non-European countries. Furthermore, it promotes and organises meetings and conferences, arranges training courses, and promotes knowledge dissemination.

https://www.istat.it/

The National Institute of Statistics - a public research organisation - is the main producer of official statistics. Founded in 1926, the Institute has constantly followed, measured, and analysed the collective phenomena and the milestones that transformed Italy.

RESEARCH SESSIONS


Session 1 – Research

Different data sources and their integration: policy indicators for the education and training system

Session co-organized with ISTAT

Scientific coordinators of the session: Barbara Baldazzi (ISTAT), Patrizia Falzetti (INVALSI)

Producers of statistical data on education, training and skills have to face different stresses that social, health and political events have amplified. Problems such as school dropouts, difficulties in accessing tertiary education, educational poverty and vulnerability of some social groups are modified, accentuated, or improved. The combined use of multiple data sources, their interchange, similar methodological mapping could be useful to respond to various aspects so that action might be taken at multiple levels. This session aims to review experiences, difficulties, and peculiarities of the combined use of data from different sources. Data on education and skills, integrated and aggregated, in fact, can help policy decisions and can monitor the performance of the Italian education system.

Keywords: Data sources, Integration, Concepts, Definitions, Indicators

Session 2 – Research

Goal 4 (Quality Education) of Agenda 2030: six years from 2030 where are we at?

Session co-organized with ISTAT

Scientific coordinators of the session: Barbara Baldazzi (ISTAT), Patrizia Falzetti (INVALSI)

Data is the fuel that powers progress across all the Sustainable Development Goals (SDGs). The 2030 Agenda for Sustainable Development has fostered actions to improve possibilities of member Countries of the United Nations to produce and use data for monitoring the SDGs, taking into consideration the new realities and social challenges. In the case of Education (SDG 4), two important changes have shaken up the ways progress was measured and traced: new outcome-focused indicators were introduced, notably those related to learning, and multiple sources of data have increased. Six years from 2030, efforts after the Sustainable Development Goals adopted have produced some positive trends. But, at the same time, it is quite clear that some progress has been excessively fragile and mostly too slow, in Education as well, also because of the Covid-19 pandemic. This session wants to make a point of efforts in producing indicators for monitoring Goal 4 (Quality of Education) of Agenda 2030. It also aims to discuss where our country stands about the sustainable development that intends to leave no one behind.

Keywords: Agenda 2030, Goal 4, Quality of education, Progress

Session 3 – Research

Weakness and excellence in education: for a polysemous and multidimensional idea of equity of educational opportunities

Scientific coordinator of the session: Paolo Barabanti (INVALSI)

From an approach to school access and success based on equality, with a specific attention to ensure that no student is excluded and that everyone can achieve adequate learning levels, we are moving to an approach based on equity, so that everyone could have some chances and benefits in education, no matter individual skills and inclinations. It is with this mind that an equal education, as well as being inclusive and quality, may ensure learning opportunities for all students, in the perspective that education is a public and a common good, with benefits both for the individual citizen and for the whole society.

Although there is no single definition of the concept of equity, the idea of a polysemous and multidimensional term seems to emerge from the literature on several fronts (Kraehe et al., 2016; Barabanti, 2018) in which, on everyone’s right to benefit from education and training in terms of opportunities, access, conditions and results (Santagati, 2011; OECD, 2013), an equitable school system is asked to be aware to the various forms of diversity and their recognition and treatment, starting from everyone’s peculiarities and needs in the learning process, to implement individual and differentiated paths (Besozzi, 2006) using some criteria related to freedom and to responsibility among the multiple “life chances” (Dahrendorf, 1981; Sen, 1994). Equity then becomes, for example, a) contrast to factors which affect school dropouts; b) essential achievement levels; c) differentiation of teaching strategies and educational objectives; d) school excellence promotion (Benadusi and Niceforo, 2010). Thus, a new challenge for education is coming: providing a school system able to keep merit and inclusion together, to value excellence, to pay attention not to leave anyone behind, to nurture talents, and to help students in difficulty. This session aims at welcoming papers which plan to wonder about this multidimensional meaning of equity and to share empirical evidence or experiences of best practice – corroborated by data – on school achievement, talent development, learning difficulties, educational fragility, and early school leaving, all apparently opposite issues but which are actually nothing more than sides of the same coin.

Keywords: Equity, School achievement, Life chances
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Session 4 – Research

INVALSI Data for Impact Assessment: Lights, Shadows, and Potential Developments

Scientific coordinators of the session: Gianluca Argentin (University of Milan Bicocca), Elisa Manzella (Catholic University of Milan), Loris Vergolini (University of Bologna & FBK-IRVAPP)

Impact assessment of policies and interventions relies on a combination of assumptions and high-quality data. It is not surprising that, in the United States, one of the sectors that has experienced significant growth in impact assessments is education, particularly coinciding with the widespread adoption of large-scale standardized testing. A similar trend has occurred in Italy, where educational experiments and quasi-experimental evaluations have proliferated, also thanks to the extensive availability of detailed data on student performance and schools’ functioning.

INVALSI has played and continues to play a pivotal role in the construction of an informative infrastructure, valuable for the impact assessment of policies and interventions. The objective of this session is twofold: firstly, to elucidate the potential for promoting impact assessment of the INVALSI data; on the other hand, to highlight the constraints that these same data impose on the range of evaluative questions. A constructive dialogue among impact evaluators may furnish INVALSI and the Ministry of Education with insights aimed at refining the production of education data, thereby promoting the impact assessment of educational policies in our country. Contributions are invited to demonstrate the role played in impact evaluation by the existing data, providing insights into various issues such as population sampling, assessments’ contents and temporal alignment and questionnaires collecting information on students, teachers, and schools. We invite to submit impact evaluations using INVALSI data as a noteworthy informative contribution, at every stage of development (whether completed, in the design phase, or in implementation).

Keywords: Evaluation, Counterfactual, Administrative data
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Session 5 – 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 Trends in International Mathematics and Science Study (TIMSS), the Progress in International Reading Literacy Study (PIRLS), the International Civic and Citizenship Education Study (ICCS), 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, Method, Comparative research

Session 6 – Research

The accumulation of human capital: a common goal of school, vocational training, and the labour market

Scientific coordinators of the session: Lorenzo Maraviglia (INVALSI), Silvia Duranti (IRPET), Davide Azzolini and Sonia Marzadro (FBK-IRVAPP)

In Italy, research on students' educational paths often focuses only on the school system, overlooking its interrelations with the regional vocational education and training (VET) system and with the labor market. The lack of an integrated approach to the analysis of students’ career trajectories both within and beyond the school system stems from the difficulty of linking data systems that operate under different logics, employ heterogeneous classification systems, and lack structured information exchange. However, these limitations are in strong contradiction with the holistic objective of favouring the process of human capital accumulation.

The panel aims to promote an integrated approach to the study of students' paths, both on a theoretical and an empirical level, by encouraging the creation of comprehensive interpretative frameworks and by integrating administrative and statistical data, which are currently maintained by different institutions. The main research questions that we intend to address in the panel are:

• How do students' careers evolve across the various educational paths and levels? How are they intertwined with regional VET courses?
• How does the school-work transition work?
• What role does the regional VET play in fighting the phenomenon of early leaving form education and training?
• What are the effects of socio-demographic and contextual characteristics on school choices, on early leaving from education and training and on school-to-work transitions?

The panel seeks substantive contributions on the topics mentioned but also methodological contributions related to the use and integration of administrative data on education and training paths. It is open to studies at the national, regional, and local level.

Keywords: School to work transitions, Administrative data, VET
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Session 7 – Research

Enhancing financial literacy through education

Scientific coordinators of the session: Tommaso Agasisti (Polytechnic University of Milan), Maddalena Davoli (University of Zurigo), Gabriele Iannotta (Polytechnic University of Milan)

Financial literacy is crucial in shaping personal decisions, from navigating mortgages to managing savings. Individuals are continually confronted with financial decisions carrying long-term implications, from investment choices to preparing for unforeseen financial setbacks. Possessing a foundational understanding of financial concepts is key for informed decision-making. The importance of financial literacy, though, extends beyond individual decision-making; it underpins economic stability and societal well-being. As financial markets evolve, encompassing complex instruments like cryptocurrency and alternative investment vehicles, the need for financial literacy becomes even more pressing.

Despite the relevance of financial literacy as a life skill in modern societies, many countries struggle with low levels of financial competence among their citizens, as highlighted by studies such as those conducted by the OECD. In response to these challenges, governments globally have begun prioritizing initiatives to enhance the financial literacy of their populations. Recognizing the pivotal role of young people in fostering a financially literate and resilient society, many nations have implemented educational programs, with some even mandating financial education in schools over the past two decades. This has proved to be relevant also because financial literacy gaps are not uniform, with younger individuals often exhibiting lower levels of financial competence. This trend underscores the necessity of early intervention and comprehensive educational initiatives to equip young people with the skills needed to navigate an increasingly complex financial landscape. In light of these imperatives, this session aims to explore the determinants and consequences of low financial literacy, focusing both on survey-dataevidence and on educational interventions aimed at increasing financial competences. By examining international comparisons and delving into the multifaceted aspects of financial skills, this discussion seeks to inform strategies for promoting financial literacy and fostering economic resilience on a global scale.

Keywords: Financial literacy, Financial education, Financial skills
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Session 8 – Research

Relying on Administrative Data to Analyze Student Careers

Scientific coordinator of the session: Carmen Aina (University of Piemonte Orientale)

The increasing availability of administrative data in the field of tertiary education has opened new perspectives for analysing and understanding the determinants of student performance. This session aims to contribute to the Seminar by presenting articles that exploit the richness of administrative data to conduct causal analyses of factors that may affect the careers of university students. In a context where data collection has become increasingly pervasive, attention is focused on the analysis of administrative data to identify the impact of policy decisions on student careers. Papers will present causal approaches and methodologies used to extract meaningful information from administrative data, highlighting the importance of such analyses for making informed decisions and improving the effectiveness of educational policies.

One of the main objectives of this session is therefore to stimulate an in-depth discussion among experts in the field on the Italian education system, with particular reference to the tertiary phase. Contributions will be aimed at analysing the current structure in order to propose possible future paths towards a more equitable and efficient educational system. Finally, the session aims to raise awareness of the importance of using administrative data to carry out economic and social analyses. These analyses aim to shed light on the impact of policies adopted by the Italian education system on the university careers of students. The presentations will focus on understanding the socio-economic dynamics and critical variables that influence students' choices and careers, providing essential insights for the formulation of more targeted and effective policies in the context of Italian tertiary education.

Keywords: Tertiary education, Administrative data, Student achievement
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Session 9 – Research

Inequality and Educational Outcomes

Scientific coordinator of the session: Michela Carlana (Harvard and Bocconi University)

Children from lower socioeconomic backgrounds consistently fall behind their peers from more affluent families in terms of school performance. The educational inequalities have been further exacerbated during the challenges posed by the Covid-19 pandemic, raising concerns about the long-term consequences for these vulnerable cohorts of students. Various approaches can be taken to address these concerns, ranging from designing effective COVID-19 recovery strategies tailored to the needs of disadvantaged families, to implementing tutoring programs for underprivileged students, to interventions that promote social skills and cohesion among children. Additionally, support programs aimed at teachers in highly disadvantaged contexts can be implemented to reduce student dropout rates by enhancing classroom climate and teacher mental health. This panel’s objective is to gather proposals that offer a comprehensive plan for exploring educational policies and interventions in these areas of research implemented in Italy or elsewhere, all aimed at reducing educational inequalities.

Keywords: Inequalities, Learning loss, Randomized controlled trial

Session 10 – Research

Mathematical experiences to contrast learning loss and school drop-out in disadvantaged contexts

Scientific coordinators of the session: Giovannina Albano (University of Salerno), Domenico Brunetto (Polytechnic University of Milan)

The session has three general objectives: 1. to enhance interdisciplinary knowledge on how mathematical skills develop in primary school, 2. to investigate the formation of learning loss during the long summer break in Italian schools, 3. to identify and rigorously test counter-intervention strategies for summer learning loss estivo, in particolare per gli alunni con condizioni di svantaggio. In questo panel vogliamo quindi discutere il learning loss in mathematics and the difficulty of integration into school in disadvantaged contexts, such as the dropout. The goal is deeply investigating how the absence of school during the summer period generates loss of learning (not only cognitive ones) in mathematics and to identify strategies for supporting teachers, students, and families.

Issues of equity in opportunities and inclusion have been considered critical issues by researchers in the field of mathematical education even before the pandemic and have become even more urgent during it, acting as a "magnifying glass" on pre-existing phenomena, such as the difficulties of school education to adequately include students from disadvantaged backgrounds (Bakker et al., 2021). Mathematical activities can be used as a tool to mitigate learning loss loss and the more extreme phenomenon of school dropout/dispersion, also through the reconstruction of a positive attitude towards mathematics (Di Martino & Zan, 2011), and towards school in general. For this reason, contributions that consider the factors influencing these phenomena and the strategies that schools, families, and social actors can implement to prevent them are welcome. Topics of interest include, but are not limited to, the following: 1) promoting the acquisition of mathematical skills through problem-solving; 2) fostering the development of a 'positive' attitude towards mathematics; 3) promoting mathematics as a tool for social inclusion; 4) defining permanent strategies to counteract learning loss in mathematics. The panel also aims to draw the attention of policy makers to the mechanisms of pandemic learning loss formation to better act in countering it early on, and to generate usable interdisciplinary knowledge and formulate effective policy proposals.

Keywords: Mathematics, Attitude, Learning loss
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TEACHING SESSIONS


INVALSI data is an invaluable tool for didactics since it can contribute to a reflection on practices and tools that the education system employs in its educational mission. The growing scientific, political, and professional debate on evaluation themes within education and training at different levels may benefit from the contribution that schools bring to society in the construction of knowledge and competences.

With reference to the focus of this year’s Seminar, here below is a list of potential study themes for proposals to be collected for the didactics sessions. Contributions may have a practitioner, methodological or theoretical stance. Proposals concerning didactics on other themes relevant for this Seminar will be considered.

Theme 1 – Teaching

The use of INVALSI data and materials for didactics

Schools may use frameworks and data of national and international student assessments for didactic planning in Italian, Mathematics and English language, but also in other school subjects and/or transversally.

Theme 2 – Teaching

School self- and external evaluation and the National Evaluation System

Within the evaluation cycle regulated by Presidential Decree 80/2013, national-level indicators come from different sources, and INVALSI are among these. Indicators play an important role in school evaluation and in their improvement and monitoring actions. Evaluation concerns all education segments: preschools, primary and secondary schools, provincial centers for adult education, vocational education and training.

Theme 3 – Teaching

Data and digital Literacy: the strategic use of INVALSI data for didactics

Schools are involved in initiatives and experiences of staff training concerning the analysis and interpretation of INVALSI data, which is fed back to schools so to be used for information, training, and improvement purposes. Such experiences may be promoted by individual schools, school nets or at territorial and central level.

Theme 4 – Teaching

Students and INVALSI national tests

The administration of INVALSI tests is a crucial aspect for education system evaluation, implying the key involvement of participating schools and students. Schools adopt strategies to support students’ and families’ knowledge of INVALSI tests and of their aims, so to promote awareness for their participation.

Theme 5 – Teaching

Teaching to the test in INVALSI tests: evidence and reflection

Teaching how to respond to INVALSI tests may be seen as a threat or as an opportunity. Schools promote and realize structured tests for same-grade students aimed at intermediate evaluations and at promoting familiarity with this type of evaluation instruments, that are also digitalized.

Theme 6 – Teaching

European key competences and Learning to Learn

Complex and constantly changing societies require to know how to orchestrate and to apply transversal competences and learning to learn, central for the formative success of all students. Schools should promote these competences within their school curriculum and should evaluate them.

Theme 7 – Teaching

Schools as learning organizations and the heuristic value of INVALSI data in decision-making processes

Planning, management, and evaluation processes represent an important pillar of school governance. Through INVALSI data, schools may reflect upon their organizational, managerial, and didactic practices and decide which improvement actions should be implemented. In so doing, the evaluation process may activate multiple forms of organizational learning.

Theme 8 – Teaching

INVALSI tests and self-evaluation for equal and inclusive schools

Besides being inclusive and of high quality, as mandated by UNESCO’s Goal 4 of the 2030 Agenda for Education, equal education promotes opportunities to learn for all, with positive fallouts on individuals and society at large. INVALSI data help identify aspects to be improved and strengthened, therefore allowing personalization of learning.

Theme 9 – Teaching

The diffusion of INVALSI tests results and evaluation within the school community

Schools share INVALSI data and the Self-Evaluation Report (in Italian, RAV) among the different professional roles within the school community, among students and families, using various strategies for their involvement and for the communication of results, with effects on their perception of the usefulness and efficacy of such data.

Theme 10 – Teaching

The definition of priorities within the Self-Evaluation Report (RAV) and their impact on educational and school success

At the end of the self-evaluation process, schools must choose their priorities among students’ outcomes, and this represents the basis for the definition of improvement actions impacting on scholastic processes and on student learning. These priorities and actions are subject to accountability at the end of the three-year planning cycle.

Theme 11 – Teaching

Quality evaluation within 0-6 settings and in preschools

The national experimentation of the Preschool Self-Evaluation Report (in Italian, RAV Infanzia) enabled the identification of indicators for the evaluation of preschool quality and preschools used them for their evaluation with innovative evaluation tools and procedures. For children’s outcomes, within RAV aspects such as child wellbeing at the end of the preschool triennium, holistic development and preschool impact during primary education are examined.

Theme 12 – Teaching

Digital competences evaluation

In digitally skillful societies, governed by a constant flourishing of new technologies, the acquisition of digital competence is fundamental. The digital competence is referred to as awareness of and critical and responsible use of digital technologies for learning, work and participation in society, and inclusion through such technologies. INVALSI started a new study for the evaluation of digital competences at the end of compulsory education.

Theme 13 – Teaching

Evaluation of pathways for transversal competences and school-work guidance (PCTO)

Within schools’ self-evaluation reports, attention is paid to such pathways in that they have relevant repercussions on students’ formative trajectories. The evaluation of these pathways is a complex process requiring consideration for multiple factors. Schools may use several types of evaluation for PCTO.

Theme 14 – Teaching

Gender differences through the lens of INVALSI tests

INVALSI tests feed data back to schools on student assessments in specific school grades and allow to know the outcomes of certain categories of students, such as males and females, so to study phenomena such as the gender gap, to contrast such phenomenon and to promote gender parity.

Theme 15 – Teaching

Other theme of own choice

ABSTRACT SUBMISSION


Abstract Submission

Abstract(s) must include a text both in Italian (from 6,000 to 10,000 characters including spaces) and in English (from 4,000 to 10,000 characters including spaces), from 3 to 6 keywords (both languages) and a short bio for each author (not exceeding 350 characters including spaces, in Italian and in English). Bibliographical references are excluded in the character count.

Guidelines for Abstract Submission

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.

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

Just one author will be in charge of the abstract submission from March 15, 2024, to March 25, 2024.

Only after the notification of abstract evaluation, any co-authors may register for the Seminar.

Travel and accommodation costs will be borne by INVALSI only for one author each abstract accepted; there will be no food expenses (for coffee breaks, lunches, and social dinner) for all authors, speakers, and participants in the Seminar.

There are no overnight stays or travel expenses for people living in Rome and its province.

Slide template

Download teaching slide template click here.

Download research slide template click here.

Paper Publication

Contributions submitted to the Seminar, if not already published or in the process of being published, with the consent of the authors and following a double-blind revision, may be included in a volume with an ISBN code. After the event an email communication will be sent to all authors.

RESERVED AREA


Login to the reserved area to submit a paper, register for the event, upload papers and follow the review process.

In case you have attended other editions proceed to registration anyway: you will be given new credentials to access the reserved area.

DEADLINES


March 15, 2024

Opening abstract submission.

March 25, 2024 April 5, 2024 10 aprile 2024

Deadline for abstract submission.

April 22, 2024 29 aprile 2024

Notification of abstract evaluation.

April 23, 2024 – May 5, May 2024 2 maggio – 9 maggio 2024

Speaker registration.

September 2, 2024 – September 29, 2024

Participant registration.

October 1, 2024 – October 8, 2024

Slide submission.

January 31, 2025

Submission of the contribution.

SCIENTIFIC COMMITTEE


UNIPO
ASSOCIATE PROFESSOR

Carmen Aina

FBK-IRVAPP
RESEARCHER

Davide Azzolini

PUBLIC POLICY HARVARD
KENNEDY SCHOOL
ASSISTANT PROFESSOR

Michela Carlana

INVALSI
SENIOR RESEARCHER

Michela Freddano

INVALSI
RESEARCHER

Lorenzo Maraviglia

INVALSI
SENIOR RESEARCHER

Cristina Stringher

POLITECNICO DI MILANO
FULL PROFESSOR

Tommaso Agasisti

ISTAT
SENIOR RESEARCHER

Barbara Baldazzi

UNIVERSITY OF ZURICH
RESEARCHER

Maddalena Davoli

POLITECNICO DI MILANO
RESEARCHER

Gabriele Iannotta

IRVAPP
RESEARCHER

Sonia Marzadro

UNIVERSITY OF BOLOGNA
RESEARCHER

Loris Vergolini

UNIVERSITY OF SALERNO
ASSOCIATE PROFESSOR

Giovannina Albano

INVALSI
RESEARCHER

Paolo Barabanti

IRPET
RESEARCHER

Silvia Duranti

UNIVERSITY OF KU LEUVEN
RESEARCHER

Maria Magdalena Isac

UNIVERSITY OF MILAN
FULL PROFESSOR

Emmanuele Pavolini

EUROPEAN COMMISSION, DG COMPETITION
POLICY OFFICER

Daniele Vidoni

UNIVERSITY OF MILANO BICOCCA
ASSOCIATE PROFESSOR

Gianluca Argentin

POLITECNICO DI MILANO
RESEARCHER

Domenico Brunetto

INVALSI
TECHNOLOGIST DIRECTOR

Patrizia Falzetti

UNIVERSITÀ CATTOLICA OF MILAN
RESEARCHER

Elisa Manzella

UNIVERSITY OF BATH
HEAD OF DEPARTMENT OF EDUCATION

Andres Sandoval Hernandez

ORGANIZING COMMITTEE - RESEARCH


RESPONSIBLE FOR THE EVENT

TECHNOLOGIST DIRECTOR - INVALSI

Patrizia Falzetti

TECHNICAL RESEARCH ASSISTANT - INVALSI

Monica Papini

RESEARCHER - INVALSI

Paolo Barabanti

TECHNICAL RESEARCH ASSISTANT - INVALSI

Daniele Rowlett

TECHNICAL RESEARCH ASSISTANT - INVALSI

Francesca Leggi

ORGANIZING COMMITTEE - TEACHING


RESPONSIBLE FOR THE EVENT

TECHNOLOGIST DIRECTOR - INVALSI

Patrizia Falzetti

TECHNICAL RESEARCH ASSISTANT - INVALSI

Monica Papini

SENIOR RESEARCHER - INVALSI

Michela Freddano

TECHNICAL RESEARCH ASSISTANT - INVALSI

Daniele Rowlett

TECHNICAL RESEARCH ASSISTANT - INVALSI

Francesca Leggi

TECHNICAL RESEARCH ASSISTANT - INVALSI

Daniela Torti