Avaliando as escolas na Itália: A voz dos alunos – eficaz ou solidária?

Assessing schools by performance testing is a current policy practice in most countries. However many educational researchers assume a critical position toward this evaluation system and highlight its limits. This is particularly the case of Italy where, until now we have had only an external value-added evaluation by performance testing. In order to explore other directions to evaluate schools, we conducted an empirical work to verify the possibility of establishing a set of evaluative indicators, based on Italian pupils’ representations of “a good school”. The results highlight that the pupils’ idea of quality is nearer to a “supportive schools” model as proposed by J. Gray et al. (2011) than to an “academically-oriented school”. In this light we open a discussion.