PROVE INVALSI: uno sguardo ai quesiti

[Autom. eng. transl.] The questions used in the three different INVALSI tests (Italian, Mathematics, English Reading and Listening) respond to different purposes, goals and objectives (always deriving from the National Indications for the curriculum for the school of the first cycle of education and from the Common European Framework of reference for the knowledge of languages) and the test as a whole contains a series of items of heterogeneous difficulty. Beyond the specificities of each Institute, at national level it is possible to position every single question along a continuum whose opposite poles are "very easy" and "impossible" and thus build a scale of complexity. In this article we want to investigate analytically the items that make up the INVALSI tests carried out during the 2017/18 school year by primary school pupils. Knowing which are the questions that have given the students the most trouble, in a non-punitive, but learning perspective, can help the teachers involved to understand what are the areas and dimensions in which pupils have the greatest difficulties in thus being able to identify possible causes and plan improvement strategies.