Validation And Standardization Of The Questionnaire «Quin – When I Teach» The professionalism of a teacher is the topic of a wide-ranging debate aimed at overcoming crises of confidence in this category and reaffirming the teacher as a valuable source for students’ growth and cognitive and socio-emotional development. This questionnaire shows the validation and standardization process of a self-perception instrument aimed at teachers and designed to explore some of the main dimensions of teaching that, overcoming the limitations found in the literature, highlights the need to encourage teachers to reflect on themselves in their work. The tool can be used both by individual teachers and by schools as support in their self-evaluation processes. The information that emerges can be shared within the educating community to orient work and teaching practices in a specific school context. In perspective, the tool will be used in combination with others, intended for teachers and students, and accessible via a dedicated digital platform. The system as a whole will allow us to detect experiences, needs and requirements aimed to focus on the good practices implemented and to design targeted improvement actions.

The research is aimed at the construction of a multi-level adaptive test (MST), for the evaluation of the mathematical skills of Italian students of Grade 10, and was carried out in collaboration with Invalsi for a PhD study of "La Sapienza" University of Rome. The research started from the definition of the construct to be measured, taking into account both national and international references. A specific item bank was then built. The test was administered to a sample of 4132 students. The experiment confirmed the advantages of an MST model. Interesting results emerged by comparing the adaptive part of the main paths with a linear tests consisting of the same number of items and administered to a sample of pre-test students and comparing the MST test with a simulated linear test, built on the same item bank and with the same numer of item of MST test.

This article briefly describes the research (Botta, 2021) that led to the construction and field administration of the first multilevel adaptive test (MST Test) in Italy and reports the results of a new research project that aimed at verifying ex-post the measurement properties of the constructed test. The test was designed for the estimation of students' abilities in mathematics in grade 10 and was administered to a sample of 4,132 students. In the paper, we analyze with two paired-samples t-tests the changes in the mean of the students' ability estimation and the changes in the relative standard error of the mean as they move from the first to the last level of the test. The results demonstrate the validity of the adaptive algorithm underlying the implementation of the test. The results obtained are also a further empirical verification that in an MST test the calculation of the true score is sufficiently accurate for the purpose of selecting the next testlet, as stated by Luecht and Nungester (1998).

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The purpose of this study is the validation of the GA Classic IESOL examination at CEFR level B2 (Reading, Listening, Writing and Speaking), as a criterion-referenced achievement test, using the multi-trait, multi-method approach. The data analysed at the moment pertain to the Listening unit and have been studied to examine the content validity, reliability of the scores and unidimensionality of the construct. The Listening unit consists of three tasks (22 items) in four different versions (D-E-F-G). Four separate statistical analyses were performed and all revealed excellent values of internal consistency. As for unidimensionality of the construct, excellent values were revealed for versions E, F and G and acceptable for version D. Similar analyses on the reading test are planned, with the aim of reaching a multitrait-multimethod analysis of the examination as a whole.Further steps of the study will be the IRT equating procedure of the four versions.