In this paper we argue how the Italian standardized assessment tests can be used by teachers to perceive the intended curriculum. These tests aim at evaluating students’ learning, but they can also become a means for teachers and students to deal with tasks that are constructed according to the goals explicitly stated in the National Guidelines. Through the analysis of an example, we highlight how merged qualitative and quantitative analysis of tasks, selected from Italian standardized assessment tests, may lead to reflections on the learning achieved by students (attained curriculum), and on the validity of educational choices in the implemented curriculum.
ATTAINED CURRICULUM AND EXTERNAL ASSESSMENT IN ITALY: HOW TO REFLECT ON THEM? / Ferretti, F., Lemmo, A., Martignone, F.. - (2019). (ICMI Study 24 Tsukuba (Japan) ).
ATTAINED CURRICULUM AND EXTERNAL ASSESSMENT IN ITALY: HOW TO REFLECT ON THEM?
Lemmo A;
2019
Abstract
In this paper we argue how the Italian standardized assessment tests can be used by teachers to perceive the intended curriculum. These tests aim at evaluating students’ learning, but they can also become a means for teachers and students to deal with tasks that are constructed according to the goals explicitly stated in the National Guidelines. Through the analysis of an example, we highlight how merged qualitative and quantitative analysis of tasks, selected from Italian standardized assessment tests, may lead to reflections on the learning achieved by students (attained curriculum), and on the validity of educational choices in the implemented curriculum.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
