The Long March Towards School and Student Assessment in Italy

Castellano, Rosalia; Longobardi, Sergio

doi:10.1007/978-3-030-38969-7_15

Cited by 2 publications

(3 citation statements)

References 8 publications

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“…Systems with established horizontally linked scales such as the national assessment systems in Denmark and Italy could with minor efforts be capable of monitoring growth over multiple grades. Both are horizontally linked for individual grades through item banks which are partially renewed each year (Castellano & Longobardi, 2020;Skov & Flarup, 2020). In Denmark, the national tests assess students reading proficiency in grades 2, 4, 6, and 8, and mathematics in grades 3 and 6 (Beuchert & Nandrup, 2017).…”

Section: Possible Implications Outside the Norwegian Contextmentioning

confidence: 99%

“…These assessments already allow for some evaluation of student growth, as teachers may opt to test students in the grade before and after the intended grade. Similarly, the National Evaluation System in Italy measures proficiency in both reading and mathematics in grades 2, 5, 8, 10, and 13, as well as reading in English in grades 5, 8, and 13 (Castellano & Longobardi, 2020). There are likely systems with similar features in other countries/regions that could be vertically scaled with minimal effort using a similar design as applied in this study.…”

Section: Possible Implications Outside the Norwegian Contextmentioning

confidence: 99%

“…Lastly, some systems have in addition procedures in place to link the test scores across years, allowing schools and higher administrative levels to compare the scores for specific grade cohorts over time. Norway (Björnsson, 2018), Denmark (Skov & Flarup, 2020), and Italy (Castellano & Longobardi, 2020) are all countries where such procedures are in place. The Norwegian, Danish and Italian system all measure similar constructs at different grade levels.…”

Section: Introductionmentioning

confidence: 99%

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Numeracy across grades – vertically scaling the Norwegian national numeracy tests

Ræder

Andersson

Olsen

2022

Assessment in Education: Principles, Policy & Practice

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Enabling comparable scores across grades is of interest for policymakers to evaluate educational systems, for researchers to investigate substantive questions, and for teachers to infer student growth. This study implemented a vertical scaling design to numeracy tests given in grades 5 and 8 as part of the Norwegian national testing system. Our design bridges the gap between grades 5 and 8 with a linking test tailored for grades 6 and 7, without the need for new item development. The design combines the existing administration for all grade 5 and 8 students with additional tests for samples of grade 6 and 7 students. The findings indicate that vertically scaling existing tests is possible through a cost-effective design and that numeracy, as measured by the Norwegian national tests, is comparable across four grades. We discuss the implications of our study for creating vertical scales in the context of national assessment systems.

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Section: Possible Implications Outside the Norwegian Contextmentioning

confidence: 99%

Section: Possible Implications Outside the Norwegian Contextmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Numeracy across grades – vertically scaling the Norwegian national numeracy tests

Ræder

Andersson

Olsen

2022

Assessment in Education: Principles, Policy & Practice

View full text Add to dashboard Cite

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School climate and academic performance of Italian students: the role of disciplinary behaviour and parental involvement

2022

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Educational researchers have increasingly recognised the importance of school climate as a malleable factor for improving academic performance. In this perspective, we exploit the data collected by the Italian Institute for the Evaluation of the Education System (INVALSI) to assess the effect of some school climate related factors on academic performance of tenth-grade Italian students. A Multilevel Bayesian Structural Equation Model (MBSEM) is adopted to highlight the effect of some relevant dimensions of school climate (students’ disciplinary behaviour and parents’ involvement) on academic performance and their role on the relationships between student socioeconomic status and achievement. The main findings show that disciplinary behaviour, on the one hand, directly influences the level of competence of the students, and, on the other hand, it partly mediates the effect of socioeconomic background whereas parents’ involvement does not appear to exert any significant effect on students’ performance.

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The Long March Towards School and Student Assessment in Italy

Cited by 2 publications

References 8 publications

Numeracy across grades – vertically scaling the Norwegian national numeracy tests

Numeracy across grades – vertically scaling the Norwegian national numeracy tests

School climate and academic performance of Italian students: the role of disciplinary behaviour and parental involvement

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