• Theme         
• Panel Discussions
• Sessions        
• Keynote Speakers
• Authors meet critics
• Abstract Submission
• Deadlines
• Programme
• Scientific Committee
• Organizing committee
• Reserved area

THEME

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Promoting the use of INVALSI data in scientific research and teaching

The Seminar “INVALSI data: a tool for teaching and scientific research” will be held in Rome from 23rd to 26th November 2023. This event, which has reached its 8th edition, aims at promoting the use of INVALSI data both for scientific research and for teaching.

Data collected every year by INVALSI are a useful tool to investigate the features of the Italian school system and to define suitable supports or enhancement interventions, also thanks to partnerships with other organizations and institutions.

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

THE EVENT TAKES PLACE UNDER THE PATRONAGE OF:

RESEARCH SESSIONS

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Session 1 – Research

A difficult education: challenges of the school system to ensure social integration, skills/knowledge and social mobility

Session co-organized with ESPAnet Italia

Scientific coordinators of the session: Emmanuele Pavolini (ESPAnet Italia - University of Macerata) and Patrizia Falzetti (INVALSI)

The main three goals of public education systems are: improving students’ skills and knowledge, promoting the fight against inequalities and for social mobility, ensuring social integrations especially for groups of students who are at a greater risk of exclusion (e.g.: students with disabilities or with special educational needs, migrant students, students who are from a disadvantaged social background).

At the same time, education systems often struggle in reaching these goals. The Italian case, in particular, has to face many complex challenges, such as the early school leaving issue.

This session aims at gathering and discussing research about:… hidden and visible drop out, factors affecting difficulties in social integration and fighting against inequalities in the education system, ways to include and welcome students from weak social groups.

Keywords: early school leaving, drop out, social inequalities Read more

Session 2 – 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)

Statistical data producers on education, training and skills are called upon to respond to the different stresses that social, health and political events have amplified. Problems such as early school leavers, difficulties in accessing tertiary education, educational poverty and vulnerability of some categories of individuals are changing, accentuating or improving. The combined use of multiple data sources, the conceptual methodological mapping can permit responses to the various aspects so that action can be taken at several levels. The NRRP, on the other hand, urges with its mission entirely dedicated to the education, training and research system, an accountability through the use of different data sources. The papers presented in the session will attempt to highlight the potential of interaction between different data sources with a focus on policy evaluation.

Keywords: data sources, integration, concepts, definitions, indicators, NRP

Session 3 – Research

International large-scale assessments (ILSAs) methods and results

Scientific coordinators of the session: Maria Magdalena Isac (KU Leuven), Patrizia Falzetti (INVALSI)

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, methods, comparative research

Session 4 – Research

Gender Stereotypes

Scientific coordinator of the session: Patrizia Falzetti (INVALSI)

This session aims to investigate the issue of gender inequalities in educations, as researches often highlight that not all students have the same learning chances and experience. Gender inequalities can be evidenced in several ways such as, for instance, in education/learning access, in achievement process, in dropout rates, in teachers’ expectations, and in work career or university path choice.

Original studies, empirical researches, theoretical analysis on gender inequalities in the learning system, also with a look on work and on academic system, are welcomed in this session. In particular, papers on the following topics will be of special interest:

- Gaps in learning achievement. Which are the main factors? How should these differences be… dealt with?

- Teachers’ expectations and gender roles. How can teacher influence students’ expectations on the basis of the gender? How gender stereotypes may affect students’ career?

- Policies and interventions to face gender disparities. Are there successful policies and actions in order to promote gender equality in the school system? How can be measured their effects?

- STEM-related fields in university courses.

Keywords: gender, gender differences, inequalities in education, early school leaving Read more

Session 5 – Research

Education and Social Mobility

Scientific coordinator of the session: Daniele Vidoni (Policy Officer – European Commission, DG Competition), Lorenzo Maraviglia (INVALSI)

In the society there are several social groups and each of them has got specific roles and different ways to access (not only) economical resources. Moving from a group – or a condition – to another could be the key to get some new chances for a better life. Education is one of these significant opportunities. National and international databases about learning outcomes help researchers and all stakeholders not only to take a snapshot of the current state but also to consider what are the best measures to be made in the school system in order to foster social mobility and the social elevator.

Keywords: social elevator, mobility, school system

Session 6 – Research

Evaluation of public policies in the education system

Scientific coordinator of the session: Andres Sandoval Hernández (University of Bath)

The creation of public policies has conventionally been dated back to the second half of the last century, in the USA, after the Second World War. To rebuild all Countries after such a dramatic event, it was indeed necessary to adopt a methodology in order to make very important strategic decisions. Since then public policies have been assuming a key role in each Country, they have become a tool for “responding to a problem perceived as public” (Dunn, 1981). Therefore, it’s easy to realize their involving in several sectors of social life, also in the school system as a way to fight inequalities. How have the actions made by implemented policies achieved all the set goals? What kind of effects are they producing? In this session, researches about methods of public policy impact assessment will be presented, in particular the ones concerning the school system.

Keywords: policy, welfare, school system

Session 7 – Research

Fostering the Evaluation Capacity Building for School Improvement

Scientific coordinators of the session: Donatella Poliandri (INVALSI)

Following the introduction in the school year 2014/15 of the National System of Evaluation of the education and training system (DPR 80/2013), in Italy the need to promote and develop adequate evaluation skills for school staff has emerged, in a growing perspective of horizontal support. Evidence from international literature on the impact of evaluation on improvement shows that it is possible to improve at school where collaborative spaces exist to support reflective processes (i.e., through peer-to-peer support, virtual learning environments, networking with local actors and agencies). The evidence of emerging research in the Italian context confirms the need for action to support school staff in reading data, the urgency of providing support for evaluation from the specific needs of schools to the greatest extent possible and the need for targeted and widespread training for teachers.

The purpose of this session is to collect empirical or theoretical research contributions reflecting on the promotion of the development of evaluation capacity building for school staff, in particular on the following topics: approaches, modalities, tools for strengthening skills; constraints and opportunities, both internal and external to the school; synergies between central and local authorities and the role of networks; definition of a skills framework.

Keywords: evaluation capacity building, national evaluation system, school evaluation, improvement Read more

Session 8 – Research

Learning to learn in schools, in adult education and in vocational education and training

Scientific coordinators of the session: Cristina Stringher (INVALSI)

“Fostering learning and learning how to learn should […] be one of the primary objectives of today’s education systems worldwide.” (Cipollone, 2014, p. XV). In 21st century societies, characterized by VUCA environments (Laukkonen, Biddell and Gallagher, 2019), people need to master, orchestrate and apply complex competences, to be acquired and updated regularly, in order to adapt to rapidly and constantly changing living conditions. Hence, the capacity to learn and continue learning is key (Ajello, 2018; Binkley et al., 2012; Commissione Nazionale Italiana UNESCO, 2020; Deakin Crick, Stringher and Ren, 2014; European Council, 2006; 2018; European Political Strategy Centre, 2017; Hoskins e Fredriksson, 2008; OECD, 2019; OECD PISA 2010; Smith et al., 1990; Stringher et al., 2021; UNE¬SCO, 2013; UNICEF, 2012; 2018; US National Education Goals Panel, 1995; Wells and Claxton, 2002). Learning to learn (L2L, also defined Personal, Social and Learning to Learn or Learning competence) is at the centre of education policies in many countries, including Australia, Canada, Finland, Mexico, Hong Kong, New Zealand, Portugal, Spain and the United Kingdom and it is considered an important lever to a) promote a smooth scholastic pathway and prevent school drop-out; b) encourage constant updating of competences lifelong; c) enable the integral development of individuals; d) reduce social inequalities (Stringher, 2021).

What is learning to learn and how the acquisition of this hyper-competence (Demetriou, 2015) can be supported lifelong in educational and training settings? International research is still far from providing unambiguous answers. Hence, INVALSI started a study and research journey which can be supported also through the contributions to this session. The starting point is a definition of L2L elaborated at the end of an international study coordinated by INVALSI in six countries including Italy (Stringher, 2021: 36): Learning to learn is a hyper-competence, acquired from early childhood onwards, that creatively orchestrates cognitive, metacognitive, dispositional (socio-affective-motivational) resources of individuals and groups in context, during a process aimed at producing knowledge of one’s own learning mechanisms, conferring meaning to learning and improving learning, if one has the will to do it.

INVALSI does not produce data on this European key competence, yet its purpose is to activate a debate on how to promote L2L in educational and training settings. Aim of this session is to encourage a discussion among scholars and practitioners to understand how research and education are tackling this theme from a theoretical, empirical, and practical point of view. In this session, contributions will strive to provide answers to crucial themes, including (but not limited to): modes of L2L acquisition and its developmental trajectory from early childhood to adulthood; connections between conceptions, functions and teaching practices on L2L to enable its acquisition by children and youth; processes involved in the application of this competence and components activated in a specific learning situation; signals and conditions that imply its activation; potential of technology in support of L2L; modes (observation or evaluation tools and their construction) chosen by schools and teachers to appraise the level of mastery of this competence; indicators developed by schools on the acquisition of L2L within the area European Key Competences of the Self-evaluation report; connotations of a school as a community of practices supporting L2L; interventions and educational or didactic processes activated from the school curriculum to support the acquisition of L2L by children and youth; academic initiatives for teacher training on L2L that are theoretically and empirically based.

Keywords: learning to learn, personal, social and learning to learn key competence, school, evaluation, observation. Read more

TEACHING SESSIONS

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Session 9 – Teaching

Italian, Maths and English: teaching processes through INVALSI data and tools

Scientific coordinators of the session: Roberto Capone (Università degli studi di Bari Aldo Moro), Paola Giangiacomo (INVALSI), Valeria F. Tortora (INVALSI) and Daniele Vidoni (Policy Officer – European Commission, DG Competition)

The collection and use of data, over the years, have significantly increased their importance in order to explore and investigate bodies and institutions but also the society as a whole. In this context, INVALSI (national and international) data, collected in many school grades, have generated useful databases for the educational research and especially for the Italian school. Thanks to this data and to other tools made by each school, teachers and other stakeholders may talk about light and shadows of learning processes enriching, therefore, the debate on this issue with new insights.

Keywords: teaching practices, school improvement, learning, educational research

Session 10 – Teaching

School 2.0

Scientific coordinator of the session: Chiara Tamanini (IPRASE)

The use and the implementation of new teaching methods, especially after the need for a distance learning because of covid-19 emergency, has highlighted that not all students have achieved an appropriate level of basic skills, including the digital one, as well as the fact they may have difficulty accessing the digital world. At a time when the artificial intelligence is getting faster and faster into our daily lives, it is crucial not only to realise if schools use new teaching practices but also to understand how and how much these tools tend to affect student achievement. Paper presented in this session should talk about school projects which aims at opening up new points of view and new perspective of teaching, also thanks to INVALSI data.

Keywords: digital resources, teaching strategies, technologies and tools in education, innovation

Session 11 – Teaching

Equity between low achieving students and the excellent ones: both sides of the same coin

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.

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 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, achievement, high-achieving students, students with special needs Read more

Session 12 – Teaching

From Self-Evaluation Report to Social Accountability: the value of INVALSI Data

Scientific coordinator of the session: Michela Freddano (INVALSI)

INVALSI data play an important role in the school evaluation procedure provided by the regulation on the National Evaluation System of Education and Training that started in Italy from Presidential decree of March, 28th, 2013 nbr. 80. The first step in the evaluation procedure, referred to school self-evaluation or internal evaluation, mandates that all Italian schools draw up a self-evaluation report (Italian acronym “RAV”) in a digital format, according to a framework provided by INVALSI, and formulate a school improvement plan. Schools draft their self-evaluation report starting from the analysis and verification of their services, based on the data provided by the Information System of the Ministry of Education, INVALSI large-scale student assessments, and INVALSI data on the value added by schools to student learning, as well as additional significant elements integrated by the schools themselves.

Since 2019, all schools have been requiring to publish a social accountability report on the ministerial website “Scuola in Chiaro”,… disseminating the results achieved, through indicators and comparable data, in a dimension of transparency and sharing within its community and promoting service improvement. With Presidential Decree 80/2013 a culture of evaluation has been progressively developed in Italian schools, which this session aims to explore.

In this session, contributions are welcome on the use of INVALSI data in and for the processes of school self-evaluation, planning and social accountability in all segments of education that participate in the National Evaluation System, either institutionally or experimentally: primary schools, lower and higher secondary schools, pre-schools, provincial centres for adult education, centres for vocational education and training courses.

The main topics of interest are: use and function of indicators, guiding questions and rubrics of school self-evaluation report; defining priorities for the school improvement and social reporting; the role of the internal evaluation team; the culture of evaluation at school and in classes; teacher training and data literacy on evaluation processes; the impact of self-evaluation on school processes and on school improvement of children’s and students’ learning outcomes; school community participation in self-evaluation; how to communicate school self-evaluation results; the relationship between self-evaluation, external evaluation, improvement and social reporting; international experiences of self-assessment and social reporting; the use of data from school self-evaluation report for school planning; INVALSI test results as a tool for strategic planning.

Keywords: self-evaluation report, school evaluation, INVALSI data, indicators, Italian National Evaluation System of Education, strategic planning, social accountability Read more

PANEL DISCUSSIONS

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Unlocking the Power of Large-Scale Assessments: Shaping Policies Beyond Fundamental Skills

event in English

November 24, 2023 from 4:30 p.m. to 6:30 p.m.

In today's ever-evolving educational landscape, schools are faced with a broad spectrum of responsibilities that extend beyond the foundational task of imparting basic skills. The 2030 European Education Area Agenda underscores the significance of holistic student development, recognizing the necessity of preparing learners for the dynamic challenges of the future. We invite you to join an engaging conversation with distinguished international experts as we delve into the insights offered by national and international large-scale assessments. These assessments provide valuable data and perspectives that transcend the evaluation of fundamental skills. They offer a comprehensive view of students' development, encompassing a range of competences such as digital literacy, critical thinking, problem-solving capabilities, citizenship, sustainability, and social and emotional skills. 
This session offers a unique opportunity to gain a deeper understanding of how large-scale assessments can inform educational policies that cater to the evolving needs of 21st-century students. Our panel of experts will explore the implications of this data for educators, policymakers, and stakeholders, while also sharing innovative strategies and best practices for nurturing well-rounded individuals who can navigate an increasingly intricate world.

Moderator:
Daniele Vidoni (European Commission, DG Competition)
Invited Speakers:
Ellen Claes (KU Leuven)
Massimo Loi (DEPP, French Ministry of National Education and Youth)
Roberto Ricci (INVALSI President)
Andres Sandoval Hernandez (Università di Bath)
Sylke Viola Schnepf (European Commission, DG JRC)

"The most beautiful job in the world". What do we know about teacher motivation?

event in italian language

November 26, 2023 from 12:00 noon to 1:00 p.m.

Ensuring quality education for all is at the heart of the Education 2030 Agenda. However, global trends indicate that teacher motivation has declined in recent years, leading to teacher shortages and negatively impacting teaching quality and student outcomes. This trend, linked to various factors like inadequate remuneration, poor working conditions, and lack of support, is particularly challenging in low-income countries. Research suggests that incentivizing teachers through professional growth opportunities, autonomy, and support from school leaders could improve motivation, fostering quality teaching and better student outcomes. But what do we know about teacher motivations? What factors underlie the choice to become a teacher? Does motivation remain constant over time or change? What factors sustain, alter, or weaken it? The roundtable brings together contributions from experts in research, teaching, and teacher training to reflect on to reflect on possible further lines of work.

Moderator:
Renata Maria Viganò (Full Professor of Experimental Pedagogy, Catholic University of Milan, Vice-President of INVALSI)
Invited Speakers:
Ketty Savioli (Docente scuola primaria, collaboratore esperto Invalsi)
Sabrina Sironi (Docente scuola secondaria, tutor docenti tirocinanti)
Gabriella Agrusti (Ordinario di pedagogia sperimentale, Università LUMSA)

KEYNOTE SPEAKERS

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

AUTHORS MEET CRITICS

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event in italian language

November 25, 2023 from 2:00 to 3:30 p.m.

Presentation of the volume by Orazio Giancola and Luca Salmieri: La povertà educativa in Italia, Carocci (2023)

AUTHORS:

Moderator: Elisa Chiriano (Insegnante, Ministero dell’Istruzione)

Invited Speakers:

• Gianluca Argentin (Università di Milano-Bicocca)
• Emmanuele Pavolini (Università di Macerata)
• Paolo Sestito (Director General for Planning, Organization and Accounting - Bank of Italy)
• Renata Maria Viganò (Full Professor of Experimental Pedagogy, Catholic University of Milan, Vice-President of INVALSI)

November 26, 2023 from 2:00 to 3:30 p.m.

Presentation of the volume by Daniele Barca: La scuola dell’età dello tsunami, Giunti (2023)

AUTHOR

Moderator: Elisa Chiriano (Insegnante, Ministero dell’Istruzione)

Invited Speakers:

• Ludovico Albert (Esperto di sistemi formativi)
• Giorgio Cavadi (Dirigente tecnico i.q.)
• Paolo Mazzoli (già Direttore generale INVALSI)
• Gabriella Agrusti (Ordinario di pedagogia sperimentale, Università LUMSA)
• Simonetta Zuccaccia (Presidente della Fondazione per l’istruzione Agraria di Città di Castello nonché Presidente Umbria Dirigentiscuola)

25 NOVEMBRE 2023

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Per scaricare l’opuscolo in informativo clicca here

Per scaricare il report statistico clicca here

SUBMISSION

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Abstract Submission

Any contributor may submit a proposal writing an abstract both in Italian (6,000 – 10,000 characters including spaces) and in English (4,000 – 10,000 characters including spaces), providing also 3 – 6 keywords (in Italian and in English) and a short bio for each author (max 350 characters including spaces, in Italian and in English).

Guidelines for Abstract Submission

All abstracts must synthesize the whole work and it 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.

In order to improve the evaluation, both abstracts must be prepared in the following format and using the following paragraph style:

• Introduction, to clarify the paper orientation and with references in the literature;
• Object and research hypothesis;
• Data;
• Method(s) employed;
• Results achieved.

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

Only one author (the corresponding author) will be in charge of the abstract submission from 13th June to 4th July 2023.

Only after the notification of abstract acceptance, the other co-authors may register for the Seminar.

In the case of multiple authors, travel and accommodation costs will we borne by INVALSI only for one of them; there will be no food expenses (for all coffee breaks and lunches and for the conference dinner), instead, for all authors, speakers and participants in the Seminar. Travel and accommodation expenses are not expected for people living in Rome or in its the 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 course of publication, with the consent of the authors and following double-blind revision, may be included in a volume with an ISBN code. After the event will be forwarded a communication via email to the authors.

RESERVED AREA

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DEADLINES

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13th June 2023

Opening abstract submission.

4th July 2023

11th July 2023

Deadline for abstract submission.

1st August 2023

Notification of abstract evaluation.

2nd august - 28 august 2023

Speaker registration.

11 settembre 18th september 16 ottobre 2023 5 novembre 16th november

Participant registration.

14th November 2023

Upload presentation.

31st January 2024

Paper submission for the book

PROGRAM

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SCIENTIFIC COMMITTEE

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ORGANIZING COMMITTEE

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Read all: VIII Seminario “I dati INVALSI: uno strumento per la ricerca e la didattica”