Quis custiodet ipsos custodes? How to detect and correct teacher cheating in Italian student data

Longobardi, Sergio; Falzetti, Patrizia; Pagliuca, Margherita Maria

doi:10.1007/s10260-018-0426-2

Cited by 8 publications

(2 citation statements)

References 26 publications

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“…In addition, a probabilistic sample of schools and classes is considered to carry out the tests under the control of external observers. The sample survey provides more timely and qualitatively better data because external administrators’ presence removes or minimises teachers’ cheating (Longobardi et al 2018 ). Additionally, the sample survey provides a wealth of information, as the INVALSI administers specific questionnaires to the principals and teachers included in the sample to broaden the set of available covariates and collect relevant data at multiple levels of analysis.…”

Section: Methodsmentioning

confidence: 99%

Measuring teachers’ readiness to use ICT before the COVID-19 pandemic in Italy

et al. 2022

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This study seeks to measure teachers’ readiness to use ICT in Italy by exploiting the data collected by the National Institute for the evaluation of education and training system (INVALSI) in 2018–2019. We propose a fuzzy set approach to provide a multidimensional picture of how much teachers were ready to integrate ICTs into educational practice. In addition, we use empirical bootstrap intervals to test whether significant differences exist in teacher readiness over several personal and socioeconomic characteristics. The study reveals that teachers’ readiness for ICT is composed of three dimensions and varies by teachers’ characteristics and regions. These results are a useful tool for understanding the relationship between teachers and ICTs so as to develop more appropriate educational policies.

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Section: Methodsmentioning

confidence: 99%

Measuring teachers’ readiness to use ICT before the COVID-19 pandemic in Italy

et al. 2022

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“…Moreover, from 2018 INVALSI standard test is compulsory at the end of the lower secondary school for all students to be admitted to the state final exam. Computer-based administration and the test compulsoriness provided a consistent and cleaner dataset and allowed to minimize cheating and, thus, to avoid cheating correction procedure (Quintano et al 2009, Longobardi et al 2018.…”

Section: Datamentioning

confidence: 99%

Spatial variations of school-level determinants of reading achievement in Italy

Sacco¹,

Falzetti²

2021

Large-scale Assess Educ

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The study of the territorial difference in educational achievement is a widely debated topic, in particular in Italy for the presence of the well-known strong regional disparities. National and international large scale assessments confirmed that the main characteristic of the Italian school system is the geographical cleavage between North and South. Policymakers have pressing needs to find solutions to reduce geographical disparities. In this study, we investigate the spatial disparities of academic achievement from a new perspective, assuming that the relationship between academic achievement and predictors varies across Italy. Our aim is to examine the extent of the spatial disparities in the relationship between academic achievement and some school-level factors related to inequalities in educational outcomes, moving beyond the regional administrative confines, in order to identify new spatial patterns. We exploited the reading standardized tests administered by INVALSI in 2018–2019 focusing on the 8th-grade students. Crucial to our contribution is the use of the geographically weighted regression and the k-mean clustering, which allows studying the spatial variability of the impact of the school-level factors on academic achievement and to gather schools in new spatial clusters. The findings of this paper demonstrate the necessity to design a more specific education policy and support the identification of the main critical factors for different geographical areas.

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The Long March Towards School and Student Assessment in Italy

Castellano

Longobardi

2020

Monitoring Student Achievement in the 21st Century

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Quis custiodet ipsos custodes? How to detect and correct teacher cheating in Italian student data

Cited by 8 publications

References 26 publications

Measuring teachers’ readiness to use ICT before the COVID-19 pandemic in Italy

Measuring teachers’ readiness to use ICT before the COVID-19 pandemic in Italy

Spatial variations of school-level determinants of reading achievement in Italy

The Long March Towards School and Student Assessment in Italy

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