An exploratory study on the connection between INVALSI assessment and mathematics teaching and learning processes at the Primary School level

In this paper, we present an interdisciplinary research project aiming at identifying teachers’ training needs at the national level and propose guidelines for the improvement of teaching practices, regarding the use of mathematics INVALSI standardized tests. To study the connection between INVALSI assessment and mathematics teaching and learning processes at the Primary School level, a survey was designed and administered to a total sample of 526 primary school teachers. Early results of the survey are presented and discussed showing the existence of a meta-didactical conflict concerning discourses about didactical processes like assessment, students’ abilities and mistakes, etc.