The location of the event is the Courtyard Rome Central Park at Via Giuseppe Moscati 7, Rome.

THEME

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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:

RESEARCH SESSIONS

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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 Read more

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 Read more

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 Read more

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 Read more

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 Read more

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 Read more

TEACHING SESSIONS

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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

WORKSHOP

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The construction of the INVALSI tests. From the frame of reference to the questions

The workshop aims to provide participants with an opportunity to go through the process that leads to the construction of the INVALSI tests for different grades of education. Starting from the analysis of the frameworks that underlie the tests, in the time available, an attempt will be made to simulate the production cycle of the INVALSI tests. Participants will be asked to produce some examples of standardized items themselves, consistent with what is provided in the framework..

 Use of INVALSI return pages and analysis of microdata at school and class level

The Workshop provides an opportunity to explore and interact both with the current and the new webpages which have been developed by INVALSI to return data and test outcomes to schools. In the first part, functionalities of return pages will be presented, highlighting differences and improvements between the current and the new version. Next, participants will focus on understanding the content and gaining useful tools for interpreting the data. Eventually, they will have the opportunity to download a file containing microdata and work to process it and generate a report. In this way, participants will be able to improve some of their skills in data analysis.

Evaluation and self-evaluation: tools for understanding schools’ functioning, choosing priorities and planning improvement actions

The workshop aims to provide participants with the opportunity to immerse themselves in the analysis of the school strategic planning, through the simulation of a part of the school external evaluation process. Starting from reading the strategic documents - Self Evaluation Report (SER, Italian acronym RAV), the PTOF and the Social Reporting document - of a school institution identified as a case study, the participants will experiment in small groups a moment of the external evaluation process, aimed at deepening the coherence between the strategic documents, the priorities and the process objectives of the school.

PANEL DISCUSSIONS / SYMPOSIUM

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RESEARCH

Data at the Forefront: Shaping National and International Policies for the European Education Area Through Evidence-Informed Practice

event in English

17 ottobre 2024 dalle ore 16.30 alle 18.30

In the quest to achieve the ambitious goals of the European Education Area (EEA) by 2025, the strategic use of data in informing policy and practice stands as a cornerstone. This roundtable discussion aims to bring together leading figures from the realms of policy-making, education, research, and data science to explore the multifaceted role of data in driving systemic educational transformations across Europe.

The primary focus will be on the methodologies and challenges associated with data collection at both national and international levels, alongside the imperative to ensure the high quality and reliability of this data. In a landscape where educational policies and practices are increasingly data-driven, the roundtable will delve into the mechanisms through which data can be effectively harnessed to foster evidence-informed decisions that resonate with the diverse needs and objectives of the EEA.

Discussions will open with an examination of the current landscape of data collection in education, identifying the gaps, challenges, and opportunities that exist within existing frameworks. Special attention will be given to innovative approaches for data gathering, including the use of digital platforms, cross-national surveys, and collaborative networks that facilitate the exchange of data and insights across borders.

Further, the conversation will pivot to the critical issue of data quality. Participants will engage in a detailed exploration of standards, methodologies, and best practices for ensuring that data not only meets rigorous quality criteria but is also relevant, timely, and accessible. This includes addressing the challenges of data comparability across different education systems, the integration of qualitative data to complement quantitative measures, and the adoption of advanced analytical techniques to enhance data interpretation and application in policy development.

The roundtable will also consider the implications of data privacy, ethics, and security, particularly in the context of increasing digitization and cross-border data sharing. Through this dialogue, the roundtable aspires to forge a consensus on actionable strategies that can accelerate progress towards a cohesive, high-quality, and inclusive education and training system across Europe, thus contributing to the realization of the EEA's ambitious goals.

Moderator:
Daniele Vidoni (European Commission, DG Competition)
Invited Speakers:
Andrea Netten (IEA, Amsterdam)
Aline Pennisi (Unità di missione Next generation UE / Ministero dell’Economia e delle Finanze)
Roberto Ricci (President INVALSI)
Andrea Saltelli (University Pompeu Fabra Barcelona School of Management)
Carmen Tovar Sánchez (Directora del Instituto Nacional de Evaluación Educativa - MEFP, Spain)

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AI in education: between promises and limits

event in English

19 ottobre 2024 dalle ore 12.00 alle 13.00

Moderator:
Daniele Vidoni (European Commission, DG Competition)
Invited Speakers:
Patrizia Falzetti (Head of the Area of the Evaluation Research, INVALSI)
Roberto Ricci (President INVALSI)
Marco Lazzari (University of Bergamo)

SYMPOSIUM

Gender differences in edu

INVALSI – ESPANet Italia

event in English

18 ottobre 2024 dalle ore 16.30 alle 18.30

The session focuses on the existing connection between educational pathways and gender, paying particular attention to whether and how female students' access to STEM fields of study is changing.

Moderator:
Patrizia Falzetti (Head of the Area of the Evaluation Research, INVALSI)
Invited Speakers:
Dalit Contini (Professoressa di statistica sociale, Università di Torino), “È una questione di competenze? Il divario di genere nelle scelte del tipo di scuola superiore”
Elena De Gioannis (Università degli studi di Milano), “Dietro il gender gap: come interpretare il divario di genere nei test standardizzati”
Rebecca Ghio (Università degli studi di Milano), “Differenze di genere nelle ragioni della scelta del percorso di studi: un’indagine dell’Università degli Studi di Milano”
Discussant:
Emmanuele Pavolini (Co-presidente del Board di ESPANet Italia)

TEACHING

La valutazione esterna delle scuole: stato dell’arte, prospettive e opportunità
I dati della valutazione esterna delle scuole, Michela Freddano (Responsabile Area Valutazione delle scuole, INVALSI)

event in italian language

18 ottobre 2024 dalle ore 14.00 alle 16.00

Moderator:
Paolo Mazzoli (già Direttore Generale INVALSI)
Invited Speakers:
Ettore Acerra (Direttore generale, USR Campania)
Roberto Ricci (President INVALSI)
Mariarosa Silvestro (Dirigente tecnico, Rappresentante del contingente ispettivo, DGOSVI, MIM)

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La nuova piattaforma di restituzione dati prove INVALSI
Paolo Barabanti (Ricercatore Area Servizi statistici e informativi, INVALSI)
Dirigenti Scolastici e Insegnanti al centro della progettazione
Michele Marsili (Funzionario statistico, Area Servizi statistici e informativi, INVALSI)
Le esigenze della Scuola come guida dello sviluppo progettuale

event in italian language

19 ottobre 2024 dalle ore 14.00 alle 16.00

Moderator:
Renata Maria Viganò (Professoressa Ordinaria di Pedagogia Sperimentale all’Università Cattolica del Sacro Cuore, Vicepresidente del CdA INVALSI)
Invited Speakers:
Ornella Campo (Dirigente Tecnico USR Sicilia)
Andrea Forzoni (Coordinatore delle attività educative e didattiche Istituto Marymount, Roma)
Andrea Guarnacci (Docente, I.C. “G. Manfredini”, Pontinia)
Stefania Mignani (Professoressa Ordinaria Alma Mater Studiorum Università di Bologna)
Serafina Pastore (Professoressa Associata Università di Bari)

KEYNOTE SPEAKER

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

RESEARCH

TEACHING

AUTHORS MEET CRITICS

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event in italian language

18 ottobre 2024 dalle ore 9.00 alle 10.30

Presentation of the volume by Roberto Ricci: Le competenze digitali nella scuola UN PONTE TRA PASSATO E FUTURO, Il Mulino (2024)

AUTHOR

Moderator: Renata Maria Viganò (Professoressa Ordinaria di Pedagogia Sperimentale all’Università Cattolica del Sacro Cuore, Vicepresidente del CdA INVALSI)

Invited Speakers:

• Stefano Cacciamani (Professore Associato Università della Valle d’Aosta)
• Maria Donata Cesareni (Associate Professor University of Rome La Sapienza)
• Maria Ranieri (Full Professor University of Florence)

19 ottobre 2024 dalle ore 9.00 alle 10.30

Presentation of the volume by Sara Mori, Francesca Rossi, Francesca Storai and Valentina Toci: Valutare i processi di innovazione nella scuola, Franco Angeli (2024)

AUTHORS:

Moderator: Michela Freddano (head of the School Evaluation Area at INVALSI)

Invited Speakers:

• Anna Maria Ajello (già Presidente INVALSI)
• Giulia Guglielmini (Presidente Fondazione per la Scuola)
• Renata Maria Viganò (Professoressa Ordinaria di Pedagogia Sperimentale all’Università Cattolica del Sacro Cuore, Vicepresidente del CdA INVALSI)

ABSTRACT SUBMISSION

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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

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DEADLINES

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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 October 2,2024 - October 13,2024

Slide submission.

January 31, 2025

Submission of the contribution.

PROGRAM

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RESEARCH

TEACHING

SCIENTIFIC COMMITTEE

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ORGANIZING COMMITTEE - RESEARCH

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ORGANIZING COMMITTEE - TEACHING

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