Formative assessment needs standards and benchmarks to identify the goal towards which improvement actions should be directed. The descriptive levels of INVALSI tests in Italian and Mathematics are an important step in this direction. The work illustrates the main technicalscientific stages necessary for the construction of the result levels and their description, as well as the reasons for defining the minimum level of acceptability at the end of secondary school. Emphasizing the importance of opening a debate on this definition, the paper illustrates some possible uses of the levels so defined in support of school policies.
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