Five years later, primary school teachers found themselves in the midst of the 2024/2025 academic year applying Ministerial Ordinance No. 3 of January 9, 2025, which regulates the changes introduced by Law No. 150 of October 1, 2024. Specifically, the previous levels (beginning, basic,intermediate, and advanced) along with their associated descriptive judgments have been eliminated, replaced by six synthetic judgments (excellent, distinguished, good, fair, sufficient, and insufficient). In light of these innovations, educational institutions are required to update the assessment criteria to be integrated into the Three-Year Educational Offer Plan (PTOF) and to choose between two assessment sheets published in the regulations. Furthermore, it is essential to ensure timely and transparent communication with families to facilitate understanding of these changes. This article aims to analyze Ordinance No. 3/2025 and the accompanying ministerial note, seeking to address the numerous questions schools have regarding these new provisions in order to support the effective and coherent implementation of the new assessment practices.
A distanza di cinque anni, i docenti di scuola primaria si sono trovati nel mezzo dell’anno scolastico 2024/2025 a dover applicare l’Ordinanza Ministeriale n. 3 del 9 gennaio 2025, che disciplina le modifiche introdotte dalla legge n.150 del 01/10/2024. Nello specifico sono stati eliminati i livelli (in via di prima acquisizione, base, intermedio e avanzato) con gli annessi giudizi descrittivi e sono stati sostituiti con sei giudizi sintetici (ottimo, distinto, buono, discreto, sufficiente, non sufficiente). Alla luce di queste innovazioni, le istituzioni scolastiche sono chiamate ad aggiornare i criteri di valutazione da integrare nel Piano Triennale dell'Offerta Formativa (PTOF) e a scegliere tra due opzioni di schede di valutazione pubblicate nella normativa. Inoltre, è richiesta la fondamentale garanzia di una comunicazione tempestiva e trasparente con le famiglie per facilitare la comprensione di queste novità. Questo articolo si propone di analizzare l'O.M. 3/2025 e l’annessa nota Ministeriale, cercando di rispondere agli innumerevoli dubbi che le scuole si stanno ponendo riguardo a queste nuove disposizioni, al fine di supportare un'implementazione efficace e coerente delle nuove pratiche valutative.
Oltre i giudizi descrittivi: la nuova valutazione nella scuola primaria italiana dopo l’Ordinanza del 2025
Baldassarre M.;Di Vagno R.;
2025-01-01
Abstract
Five years later, primary school teachers found themselves in the midst of the 2024/2025 academic year applying Ministerial Ordinance No. 3 of January 9, 2025, which regulates the changes introduced by Law No. 150 of October 1, 2024. Specifically, the previous levels (beginning, basic,intermediate, and advanced) along with their associated descriptive judgments have been eliminated, replaced by six synthetic judgments (excellent, distinguished, good, fair, sufficient, and insufficient). In light of these innovations, educational institutions are required to update the assessment criteria to be integrated into the Three-Year Educational Offer Plan (PTOF) and to choose between two assessment sheets published in the regulations. Furthermore, it is essential to ensure timely and transparent communication with families to facilitate understanding of these changes. This article aims to analyze Ordinance No. 3/2025 and the accompanying ministerial note, seeking to address the numerous questions schools have regarding these new provisions in order to support the effective and coherent implementation of the new assessment practices.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
