SCHOOL / Invalsi 2022 and poor results, “targeted” interventions are no longer enough

The presentation of the Data Invalsi 2022 took place on July 6 in Rome at La Sapienza University, with the presence of the Minister of Education Patrizio Bianchi who took the opportunity to emphasize the strategic importance of the surveys and to highlight what effort his department is producing in front of a situation of evidence. student learning crisis. In support of this commitment, the Minister recalled the crucial role of the entire educational community. The preparation of the ground for the minister was the last part of the report of President Invalsi Roberto Ricci, who, in trying to highlight what can be the remedies for a situation of poor learning is especially secondary that, as s ‘has rightly observed, it is attributable to the pandemic only in part, because it originates from afar, it has indicated a season of improvements in the international standardized tests Timss and Pisa that occurred approximately between 2006 and 2009.

The thesis is that the results in that period improved because two factors intervened: the tests of the Invalsi census began and a directed and generalized professional training of the teaching staff took place. The problem is that looking at the same data so far it seems that at most this improvement in learning “after the happy season” has stabilized, but it has certainly not produced further increases over time.

So continue teacher training? Certainly yes, but without deceiving ourselves that other permanent criticisms, in fact also detected in 2022, such as territorial gaps and the impact of family socio-economic-cultural status, can be addressed with this single tool, because it is unthinkable that everything can be solved with the idea that less able teachers are magically concentrated in certain territories. Territories are not uniform and greatly affect informal and non-formal education with repercussions on formal education in a way that should be accepted, recognized and treated more decisively if the effort is to be taken advantage of. by the Institute in more than ten years of research. .

It is also obvious how the decrease in basic disciplinary learning it is constant, except for a few small oscillations, from primary to the last year of high school and here we also have to face once and for all the myth that the problem of learning is mainly concentrated in the first cycle of high school.

It starts there but then nothing happens in the second year of primary school, in five years, because the trend is reversed, in fact, the worst results are precisely those of our adult students, who among other things also during the pandemic should have had maturity and capacity. making study with the parent more autonomous, contrary to what one might correctly think younger students are capable of doing.

Stopping the worsening of learning was presented as a positive overall figure, perhaps because it is taken for granted that the resumption of learning outcomes will still take a long time, given the inertia of the school system to absorb and metabolize change. English is an exception, and here the hypothesis can be raised that two factors, one school and one extracurricular, may have played a role: the general alignment of teaching and textbooks towards the goals defined by the European reference framework for languages, also adopted by Invalsi, and on the other hand the growing immersion of young people in an environment, we think especially in digital, which makes English the most used language.

On the other hand, the most scholastic subject out there, mathematics, pays for the greatest impairment at all the levels examined. A novelty of this year’s presentation has been the emphasis on excellence in the last year of high school, defined as such if they have obtained in the tests the B2 of English and at least a level 4, in increasing scale of 1 to 5, in both Italian and Math Tests. Also for these students there has been a decline in learning, confirming that in general, especially in some subjects, even adult students can benefit from school attendance.

The idea that the only intrinsic interest in learning can act as a generalized lever for study and for the acquisition of learning does not seem to draw objective confirmation from these data; For many students, a highly structured and formal environment is still needed to globally stimulate appreciation for learning and prevent a possible dispersal of talent in this case.

The relationship between the number of excellent students and their most advanced sociocultural status was confirmed, as well as the territorial gap in the percentage of these students in the different geographical macro-areas: these students are decidedly superior in number to the Center – north. In addition to the excellent data, we have that fragile students, who do not reach the minimum levels in any of the three disciplines, are indeed in a very slight decline compared to 2020 but with the confirmation of the same territorial gaps: the fragility is concentrated in the south and islands.

The weight of the social context of reference on test results is now a constant in surveys and there will be few isolated, targeted and technical interventions, only on the education system, even if necessary, to reverse the course of learning. in a decisive way. The commitment of educational policies must have a renewed ideal impetus for the improvement of the foundational knowledge of society and for the well-being of the new generations, which is not understood in an exclusively economic sense, a drive that unfortunately is still hides in Italian. politics and culture …

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