I N V A L S I

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An important role is given to Invalsi, the research institute that carries out the evaluation about the learning levels of the students per  each single school at national level, testing the knowledge and skills acquired in the second and fifth class of primary school, in third class of 1st grade secondary school, second and  fifth year class of 2nd grade secondary school. 

 

 

logo.jpgThe current Invalsi structure is the result of a long process of evolution that began in the 90s with the CEDE foundation (European Center of Education), within which the "National Service for the Quality of Education" (the first nucleus of Invalsi) was born. Later with Legislative Decree 258/99 other functions have been assigned to the Institute, such as the promotion of self-evaluation in the school, the evaluation of the perception that school users have of the school, the evaluation of the education system in terms of efficiency. Invalsi has replaced by the CEDE and with the Legislative Decree 286/2004 manages the  National Service Evaluation (SNV).

 Invalsi tests allow to compare skills and knowledge of a class with others from the same school, from the same region and among regions in the same country, making comparison between different geographical contexts, through questionnaires filled in by the students. In this way  they check schools operating in homogeneous areas, as weel as in geographically different areas from a social and economic point of view. In order to get a reflection about the causes of failure and early school leaving, In this decade, the role of Invalsi data has been consolidated within the RAV, as its model for school evaluation focuses on the pupils' outcomes (Invalsi tests, school results, key competences, remote results).
For example, the difference in performance among the classes of a school or between the same classes of different regions, that put in evidence the non-equity of the training proposal comes out with the Invalsi data. 

This aspect has been addressed by Europe and Italy through the programming of PON 2014/2020 (Convergence Objectives) projects which aim to fill these gaps through solutions addressed to less advanced regions in terms of social growth and employment. The value of the evaluation system is strategic, at the same time a "culture of evaluation" is really necessary  to activate improvement and equity processes in the schools. 

Sono Laura Di Masi, Napoletana ma casertana di adozione I miei studi: Liceo classico. Laurea in lingueDiploma post laureamTraduttore /interprete.Non nasco come docente, infatti per un decennio sono stata la responsabile ufficio estero di una importante azienda di import/export, divento insegnante per vocazione. La scuola e' la mia passione. Vincitrice di concorso a cattedra con max votazione mi abilito x insegnare inglese alla secondaria di I e II grado.Incomincio e continuo tuttora con entusiasmo.Funzione strumentale Area scuola e territorio e PtofMembro consiglio d'istitutoTutor Pon di lingua Docente ref. E-twinning. Funzione di docente specialista in metodologia Clil ( in Storia e Scienze).Adoro il mio lavoro, credo sia uno tra i piu' stimolanti e creativi ma di grande responsabilita'...alleviamo menti.Mi piace viaggiare, ascoltare musica e stare in mezzo alla gente.

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