Analysing pedagogical issues through national assessment tests
Viviana Malvasi, Enrico Bocciolesi, Antonio Medina Rivilla
The proposed research was carried out with the main aim of improving pupils’ performance in mathematics in the first two years of secondary school, in the context of Southern Italy. Following the research activities, teaching strategies were developed and applied in line with results obtained and in accordance with skills to be achieved, while also considering the training required for the teaching staff. It started with analysis of the INVALSI results in order to understand where it was necessary to intervene, and then a method, called Method 360, was developed that could help students improve their results in the INVALSI tests. The research methodology selected was a mainly quantitative survey: an experimental field study where Method 360 was set as an independent variable and the performance of pupils in the INVALSI tests as a dependent variable. A pre-test and post-test were used to measure the dependent variable, and among the tools used there was also a Likert-type evaluation scale, which we produced and verified using the Cronbach Alpha (Nunnally, 1978). In analysing the results, the average achieved in the various dimensions and areas was considered, but also the standard deviation.
Keywords
Pedagogy, issues, complexity, learning.
