Dalla valutazione di sistema alla classe – I risultati di PISA e l’uso di domande aperte per la valutazione
Giorgio Asquini
The aim of paper is to link the results of OECD-PISA 2012 reading literacy with language teaching. Results in the open-ended questions were considered, with a comparison between Italy and OECD averages and the evolution since 2009. This kind of questions are the major weakness for Italian students: they respond less (more omissions) and mistake more. The analysis examines the components of reading literacy framework, comparing the results of each question, to discover the problems of Italian students to answer the open-ended questions, accordingly to suggest educational tips to teachers. To compare different information or opposed arguments results the major problem, particularly for non-continuous texts and open-constructed items.
Keywords
Assessment, OECD-PISA, Open-ended questions, Reading literacy, Language teaching.