Invalsi tests are not enough. In Italy, there is no evaluation system for teachers, principals, staff and schools

The school returned to the front pages of the newspapers and in various news.

The reason is related to the publication of the Invalsi data, while the final exams are completed, after the completion of them in eighth grade, with results that we already know. That is, the totality of promoted, except for rare exceptions.

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On the one hand, therefore, the shortcomings that emerged in the Invalsi tests on learning, and on the other hand, a situation that seems completely rosy to the students in terms of skills, understanding and basic preparation.

The reference, we know, and it is not a trivial matter, is to these two half-year distance learning or integrated with periods of presence.

So not even so many good teachers flip have managed to recover from critical situations.

“One in ten graduates has the competencies as a student in eighth grade”; “Ten per center of high school students do not reach basic skills”; “A student out of two unprepared, in mathematics, Italian, English”: these are some of the qualifications.

Fortunately, the written tests are back, knowing the different skills required and the importance of developing both with others.

Unfortunately, the internal commissioners were left behind, while, as you know, it is right to make our children understand that it is good to confront, as it will happen in life, with external commissioners who do not know those who are intended to verify real skills, spiced with knowledge, skills, abilities.

That is, actual maturity tests at the end of a course of study, as it was once said.

Otherwise, it is better to abolish these exams and redirect the many millions of euros that are committed to improving teaching, the financial recognition of teachers, our school structures.

If we remove, that is, the anxiety that always accompanies these tests, then there is not much substance left, on the didactic and cultural level, in these exams.

In other words, I think it’s time to ask ourselves if we really want to take these exams. The old myth of the legal value of the title is no longer enough, not even the mere memories of parents and grandparents about psychosocial aspects, that is, the final study as the eye of the needle between youth and youth.

But here the discourse assumes more general aspects concerning the school system as a whole, given the critical issues reported several times.

Here it is the school system that has to question itself.

The school, if we still want to believe and have a future as a country, must instead become the main news, the main concern, because it concerns our future.

School today, compared to the past, is the only universal moment for these our children. With the crisis in families and traditional educational institutions, the school today no longer adopts the authoritarian method of transferring knowledge alone, but commits itself every day to taking care of its students and seeks not only repetition but understanding. So to know the always added value of relational circularity.

Therefore, if the Invalsi data and the results of the maturity exams have brought negative evaluations to the fore, the first and exaggerated, the second, this must lead us to reconsider the whole cultural path, to consider that the results, as always, they say a lot about the quality of the routes without hiding behind the imaginativeism that is so popular among those who invoke the past.

It would require a shift in the school system to recognize their value to the many Italian teachers, exploited by false egalitarianism, including salaries. Because many and many of them are truly teachers and positive mentors to our students, except for critical situations known by all but so far not resolved at the union level.

What is missing in Italy? There is no system for evaluating teachers, principals, staff and individual schools. Invalsi tests on learning are not enough. And a centralized recruitment system is no longer possible, while all schools must become schools in local communities.

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