The italian national school evaluation system: a critical analysis of the theoretical framework

Abstract

The article proposes a critical analysis of the theoretical framework of the national school evaluation system prepared by INVALSI. The thesis argued that INVALSI's official documents focus only on the specific theoretical framework of two phases (self-evaluation and external evaluation) of the entire evaluation system, which also includes improvement and social accountability. Thus, it becomes difficult to perceive the theoretical framework of the entire school evaluation process, the performance management cycle based on a broader theoretical framework: the new public management inspired by neoliberalism. After a critical analysis of these more general assumptions and their interaction with those of the more specific theoretical framework, we identify a possible conception of schooling as an integrated system of educational practices, social instances and democratization processes that could prevent the possible undesirable effects of the current evaluation system.