Students assessment

Vocational upper secondary education

As a general principle, the 'Charter of students' (Statuto delle studentesse e degli studenti) in secondary schools sets out the right of students to ‘transparent and rapid evaluation aimed at starting a process of self-evaluation to identify his/her own strengths and weaknesses and improve his/her own performance’. 

Students’ assessment is both formative and summative and focuses on students’ learning processes as well as on their overall learning outcomes and conduct. It should also be consistent with the learning objectives established in the educational offer plan (Piano triennale dell'offerta formativa - PTOF) of each school, with the curriculum for each type of upper secondary course of study and with students’ personalised plans. In the PTOF, the Teachers' Assembly of each school also defines the methods and criteria for assuring that assessment is equal, transparent and fair.

The assessment of students’ conduct refers to the development of citizenship competences, according to what established by the ‘Charter of students’, by the ‘Joint responsibility agreement’ signed by pupils and parents at enrolment, and by each school regulations.

Class teachers are responsible for daily, periodic and final assessment of pupils as well as for verifying the students’ competences at the end of compulsory education and during the course of study.

Periodic assessment takes place at the end of each term. For assessment purposes the school year is divided into three-month or four-month terms, as established by each school.

Final assessment takes place at the end of each school year and at final State examinations (esame di maturità) held at the end of the course of study (fifth grade).

Special dispositions apply for the assessment of hospitalised pupils and of pupils attending home education. For details, please refer to the section on organisational variations and alternative structures.

The assessment of students at upper secondary level, included the final examination, is regulated by DPR 122/2009, as modified by DPR 135/2025 and by D.Lgs 62/2017 as amended by DL 127/2025.

Periodic/annual assessment

At the end of every term and every school year, the Class Council, made up of all the teachers for a given class, assigns marks to each student for each subject and conduct, except for Catholic religious education, which is assessed with a separate assessment report. Each subject teacher proposes the mark for a given student for the relevant subject to the Class Council. The latter approves marks by majority vote. If no majority is reached, the vote of the school manager prevails (the whole procedure is known as scrutinio).

Marks range from 0 to 10. A mark of 6/10 corresponds to a pass. Students with a mark below 6/10 in conduct can neither progress to the following grade nor access the final examination. If the assessment is equal to 6/10 in the behaviour, the class council, during the final assessment, suspends the decision on the admission to the next year and assigns the student a critical essay on active and supportive citizenship; failure to submit the essay before the start of the following school year or an insufficient assessment shall result in the student's non-admission to the next school year or to the final exam (DPR 122/2009).

In addition, at the end of each of the last three years of study, students receive a score in credits called ‘school credit’ (credito scolastico). The school credit corresponds to the average of the student’s final marks, including the mark in conduct, and considers other aspects such as school attendance, extracurricular activities etc. Students gain a maximum of 12 credits in the third grade, 13 in the fourth grade and 15 in the fifth and last grade, up to a total of 40 credits altogether for the last three years of study. A student can reach the maximum number of credits only with an assessment of her/his behaviour equal to or higher than 9/10.

The Ministry provides schools with the table for the conversion of average marks into credits (annex A to the D.Lgs 62/2017):

In addition, students receive ‘training credits' (crediti formativi) for any approved experience gained outside of school (e.g. training in cultural activities, the arts, sports, etc.). Such experiences must be duly documented and be related to the specialisation of the State examination. ‘Training credits’ contribute, along with ‘school credits’, to the final score in the final State examination.

Finally, the National Institute for the Evaluation of the Education System (Istituto nazionale per la valutazione del sistema di istruzione e formazione - INVALSI) carries out the external assessment of students. National standardised testing ('prove INVALSI') takes place during the second and fifth grades. The national testing verifies the learning attainments of students in Italian, Mathematics and English. The participation in the national testing in the fifth grade is one of the mandatory requirements for the admission to the final examination. Students who cannot, for serious and motivated reasons, sit for the external assessment tests can take the tests in a supplementary session. 

All students participate in standardised testing, included those attending home education for testing held during compulsory education and to access the final State exam as external candidates. For students with disabilities and for students with specific learning disorders, the Class council can foresee specific compensation tools and dispensation measures.

The evaluation of students’ behaviour 

The 'Charter of students' (Statuto delle studentesse e degli studenti, D.P.R. no. 249/1998 as amended by law 150/2024) establishes the rights and duties of pupils and students in secondary schools.

Students have the right to a qualified cultural and vocational education, to active and responsible participation in school life, to freedom of learning, to transparent and timely assessment, and to respect for cultural and religious life of the community they belong to.

On the other hand, students have a duty of regular attendance, fulfilment of study obligations, proper behaviour towards the school manager, teachers, the entire school staff and their fellow students, observance of the organisational and safety provisions of the school.

As autonomous entities, all schools have regulations establishing which behaviours constitute a disciplinary offence, in compliance with the basic principle that disciplinary measures must have an educational purpose, i.e. must always be temporary and inspired by the principle of repairing the damage. Temporary expulsion from the lessons can be ordered by the class councils only for serious and repeated disciplinary offences, for periods not exceeding 15 days. If the expulsion is less than three days, the student will carry out in depth activities on his/her conduct and its consequences, while for longer periods of expulsion, the student will be asked to carry out activities of active citizenship. For particularly serious offences, including behaviours that violate the dignity or respect of other persons or endanger their lives, the school Council can order the expulsion from the school for periods of more than 15 days. In this case, the school will promote an educational recovery programme aimed at inclusion, empowerment and, where possible, reintegration into the school community. The schools collaborate with students’ families and can involve social services and legal authorities. For serious crimes, or recidivism, expulsion may also be ordered up to the end of the school year or, for the most serious cases, with the exclusion from final evaluation procedures including the final State exam. It is possible to appeal against disciplinary measures to an internal guarantee body, which activity is governed by the school regulations and that is usually made up of representatives of the school, included parents and, only in upper secondary schools, students.

Upper secondary education leaving examination (esame di maturità)

At the end of both general and vocational upper secondary school, students sit for a state examination called esame di maturità.

Every year, the Ministry publishes the calendar with the dates for the written exams and the starting dates of the interviews. The examination procedures must end within the month of July.

The final State examination verifies the knowledge and skills gained during the last year of the study path, according to the general and specific objectives of each branch of study and it assesses the student's personal maturity, including in terms of independence and responsibility. It also serves as a guide for continuing studies or entering the workforce. The exam also considers activities carried out as part of school-work training (formerly PCTO), the development of digital skills and those acquired in civic education, as well as other learning experiences that have enriched the student's educational path.

The esame di maturità is currently regulated by D.Lgs. 62/2017, as amended by DL 127/2025, and by DM 769/2018, which contains the reference frameworks for the two written tests and the assessment grids.

Admission requirements

Students who have attended the final year of technical or vocational secondary education in state or paritarie schools take the final examination as internal candidates. The examinations are held at the school they have attended.

Students who have obtained a four-year qualification in the regional vocational education and training system are also internal candidates, provided they have successfully completed the additional annual course.

The Class council of each school decides for students’ admission to the state examination at the end of the last grade of the course of study. Students access the final exam if they:

• have attended at least 75% of the annual teaching time,
• have obtained a mark of 6/10 or higher in each subject or group of subjects assessed with a single mark, and in their conduct,
• have taken part in the external standardised testing held during the last year,
• have carried out the school-work activities foreseen for each course of studies.

In exceptional cases, the Class council can admit to the exam students with an attendance lower than 75%, unless the absences prevent a regular assessment, as well as can admit to the exams in case of marks lower than 6/10 in one or more subjects, upon motivated decision shared by all class teachers. In case of a mark lower than 6/10 in the student’s behaviour, the student is not admitted to the final exam. In case of a mark equal to 6/10, the class council suspends the assessment, and the student is required to discuss a critical essay on active citizenship during the interview at the exam.

The Class council decides whether to admit the student to the final examination after an overall assessment that takes into consideration also the school credits assigned to the student. The outcome of the final assessment, along with the indication <admitted> or <not admitted>, is posted on the school notice board. The marks assigned for each subject and for conduct are included on the student's assessment document.

Upon request, fourth-year students who have been admitted to the fifth year with a minimum grade of 8/10 in each subject and in conduct, who have attended regularly and who have obtained a final grade of no less than 7/10 in each subject and 8/10 in conduct in the previous two years, are also admitted to the examination.

Students with disabilities are admitted to the final exam upon the same requirements described above.

External candidates are admitted to the exam if they:

• turn 19 in the calendar year in which the state examination takes place and have completed compulsory education,
• hold a first-cycle certification, issued at least the same number of years previously as the duration of their current course, irrespective of the age,
• hold any other qualification obtained at the end of a four-year upper secondary programme, either in the education system – ‘old’ programmes - or in the regional vocational training system,
• leave school before 15 March of the last year of studies
• have carried out school-work training activities (former PCTO).

Those who have not attended the final year, even if they have been promoted, or one or more years prior to the final year, are also eligible, provided they pass a preliminary examination on the subjects included in the study plan for the year(s) not attended. External candidates take the final examination at a state or state-recognised secondary school.

The examination board

An examination board is set up at each school for every two classes. Each board is composed of an external chairperson, two teachers from outside the school and two teachers from each of the two classes. The board is appointed by the Regional school office on the basis of criteria determined at national level. The chairperson may be a head teacher or a teacher, while the teachers are from the subject areas covered by the examination. In any case, the presence of examiners for the subjects covered in the first and second written tests is guaranteed.

Examination tests

In the final examination, students must take three tests: two written tests and an interview.

The topics for the first and second written tests are selected by the Minister from a series of topics prepared by a committee of experts and are valid throughout the country. The reference frameworks for the first and second written tests are attached to the DM 164/2022.

The first written test assesses the candidate's mastery of the Italian language or the language in which the course is taught, as well as their expressive, logical-linguistic and critical skills (D.Lgs 62/2027).

Students can choose between three types of tests, for a total of seven topics:

Type A - analysis and interpretation of an Italian literary text (two topics),

Type B - analysis and production of an argumentative text (three topics),

Type C - critical reflection of an expository-argumentative nature on current issues (two topics).

The topics cover the arts, literature, history, philosophy, science, technology, economics and social issues.

Students have six hours to complete the first written test.

The second written test aims at verifying the student’s knowledge and competences in one or more of the main subjects of the programme attended. 

The Ministry has established a series of specific subjects for each field of study (Ministerial Decree 10/2015). From this range of subjects, by January of each year, the Minister chooses one or more subjects for the second exam.

In technical institutes, the second written exam consists of a first part, common to all students, and a second part in which students must choose between several topics. Students have six to eight hours to complete the test.

In vocational institutes, the first part is common to all students and is chosen by the Minister from a series of tests prepared by a specific commission. The second part is prepared by the examination commission based on the school's three-year educational plan (PTOF) and has a more practical approach. Students have six to eight hours, spread over one or two days, to complete the test

The interview focuses on four subjects identified each year by the Ministry by January. Its purpose is to “assess the acquisition of the content and methods specific to each subject, the ability to use the knowledge acquired and to argue critically and personally, as well as the degree of responsibility and maturity achieved” (D.Lgs. 62/2017). The commission also considers the skills acquired in civic education and activities carried out in and outside school, which are in any case relevant to the course of study. 

In the case of pupils with disabilities, the commission, based on the documentation provided by the class council, prepares one or more differentiated tests which may or may not have the same value as the ordinary ones. Students with SLDs may use the compensatory tools provided for in the personalised teaching plan and may have access to different methods for taking written tests. The assessment and conduct of the school-leaving examination for students with disabilities and SLDs are described in the chapter on educational support and guidance. 

Assessment of the examination tests and final mark

The examination board awards a maximum of 20 points for each written test and for the interview. In addition, each candidate has the school credit acquired in the previous three years for a maximum of 40 points. At the end of the state examination, each candidate is awarded a final overall mark out of 100, which is the sum of the points obtained in the written tests, the interview and the school credit. The minimum overall score to pass the exam is 60/100. The Commission may, by unanimous and reasoned decision, award honours to those who have obtained the maximum score in all tests and in school credit.

The exam results are published simultaneously for all candidates in a class on the register of the school where the exam was held. The final score achieved by each student is reported, or the words “not graduated” are reported without indicating the score in the case of failure to pass the exam.

Those who pass the exam are awarded a diploma to which the student's curriculum is attached (please see below the section on Certification).

Regional vocational education and training (IeFP)

Continuous assessment is carried out through several  tools ranging from more traditional interviews and class work to assess content, to practical tests (e.g. producing of technical projects) for a more effective assessment of the learning/teaching of competencies.

The final assessment, i.e. the qualification examination, varies from region to region, but shares a number of elements.

In most Regions, for admission to the final examination, students are expected to have attended at least 70% of the overall final-year programme and 50% of the work placement.

There are generally three types of tests:

• theory or written  
• practical (e.g. laboratory work, use of machines, problem-solving, etc.)
• oral or interview

In some Regions, institutions prepare their own tests, whereas in some Regions, tests are prepared centrally at provincial/regional level and used by all institutions/agencies (provided that final examinations take place at the same time); in other Regions, theory tests are prepared centrally and practical tests are organised at institution/agency level.

The final overall mark leading to the final qualification is the sum of several evaluations, whose importance varies from Region to Region. These evaluations include the average mark for the last year of study, the overall score from the final examination and, in some cases, the work placement company’s appraisal.
The composition of examination committees varies between the Regions. Committees may be small (three members and one chairman) and made up of internal members or larger with mostly external members from the Regions, the Ministry of labour, the Ministry of education and merit, trade unions and employers, as well as teachers and the person in charge of the agency/institution.

Although assessment procedures, tests and admission requirements to the final examination are generally shared at national level, the same does not apply to assessment scales. In fact, some Regions use written assessments, while others use different numerical scales, which may range out of one hundred, six or thirty.
Once or several times per year, learners evaluate teaching and the organisation of the course through questionnaires. In some cases, these assessments are carried out within standardised quality assurance procedures.

Progression of students

For the school year to be valid, students must attend at least three quarters of the annual teaching time. In exceptional cases, schools can autonomously provide for justified derogations. However, if the number of absences jeopardises the possibility of a regular assessment, the student cannot be admitted to the next grade or to the final State exam (esame di maturità). Before the start of each school year, schools must define the annual teaching time to be used to calculate the 75% attendance required to validate that school year. At the same time, the school also defines the circumstances for derogations.

Admission to the following grade also requires marks equal to or higher than 6/10 in each subject, or group of subjects assessed with a single mark, and a mark above 6/10 in behaviour.

If the mark in one or more subjects is just lower than 6/10, the assessment is suspended, and the student must make up for the shortcomings by the beginning of the following school year. Schools have autonomy to organise remedial courses or other forms of assistance for students who need to make up for their shortcomings. Before the start of the school year, students' learning levels are assessed and those who achieve 6/10 are admitted to the next year. If the mark in behaviour is 6/10, the class council, during the final assessment, will suspend the assessment and assign the student a critical essay on active and supportive citizenship to be presented before the start of the following school year or at the exam interview. Failure to submit the essay or an insufficient assessment will result in the student's non-admission to the following school year. A mark lower than 6/10 in conduct results in non-admission to the following year and to the final examination. (DPR 122/2009)

Students have the right to transfer to another school of the same or different type. During the first two years students may request, no later than 31 January of each school year, to enrol in the corresponding class of another course, specialisation or option. The school identified for subsequent attendance shall adopt supplementary teaching measures aimed at ensuring the acquisition of the knowledge, skills and competences necessary for inclusion in the chosen course. Starting from the third year, students may, following the final assessment, request enrolment in a corresponding class of another type of school, specialisation or option, subject to passing a supplementary examination (D.Lgs 226/2005, as amended in 2025).

Certification

School-based vocational upper secondary education

Schools independently establish the forms and methods for communicating the results of periodic and final assessments to families and students. Communication must be effective and transparent. In general, assessment results are documented in the student's individual assessment form, which contains the marks obtained in each subject and in behaviour and is delivered to families at the end of the term/quarter and school year. The assessment form is delivered electronically and may be accompanied by an explanatory interview. The assessment form issued at the end of each school year also indicates whether the student has been admitted or not admitted to the next class or, at the end of the final year, to the final exam.

Those who pass the final exam receive a certificate (Diploma) accompanied by the student's curriculum (Curriculum della studentessa e dello studente). Both documents are issued by the school after completion of all examination procedures, which must be concluded by the end of July.

In addition to the student's personal details, the diploma shows the course of study, the duration of the entire course of study and the final mark obtained in the examination. The diploma allows access to tertiary education

The student's curriculum is a document that describes the student's academic and extracurricular activities over the years. The first part of the curriculum contains information about the student's studies, qualifications obtained, any other qualifications held, and other formal experiences. The second part concerns certifications obtained, for example in languages, IT or other areas. The third part lists extracurricular activities carried out, for example, in the professional, sporting, musical, cultural and artistic fields, as well as active citizenship and voluntary work. 

Schools supplement the information in the curriculum by adding, for example, the school credit score or the final exam grade. Students enter information on additional skills and certifications and extracurricular activities via the e-portfolio where, once they have graduated, they can access the final version of their curriculum and the Europass Supplement. The curriculum and e-portfolio are accessible via the Unica platform.

The same provisions regarding diplomas and the student’s curriculum apply to students with disabilities and students with specific learning disorders. If the differentiated tests at the final exam are deemed equivalent, the student is awarded the final qualification for the second cycle of education, without any mention of the differentiated tests. In the case of students who take tests that are not equivalent or who do not participate in the examinations or who do not take one or more tests, a certificate of educational credit is issued, indicating the subject area, the duration of the course of study followed and the subjects included in the study plan.

At the end of the ten years of compulsory education, i.e. at the end of the second year of the upper secondary education, students receive the certification of the skills acquired through the completion of compulsory education. The certification refers to the eight key competences for lifelong learning defined at European level (2006/962/EC) and takes into account any significant competences developed through non-formal and informal learning. Competences are assessed using a four-level scale, each level being defined by descriptive phrases. The class teachers draw up the certificate, which is made available to families in the student's personal e-portfolio. Given the guidance purpose of the certification, at the request of families, schools also issue the certificate at the end of the first year of upper secondary education. The Ministry of education and merit has provided a nationally valid certificate template (DM 14/2024, Annex C). 

Given the complexity and diversity of both general and technical/vocational courses, from the 2023/2024 school year, the model for certifying the skills acquired at the end of the second two years and the final year of upper secondary school has been gradually introduced on an experimental basis, involving networks of schools. Once the model has been adopted, it will also be possible to issue certification at the end of each year of the second cycle of education (DM 14/2024). Pending adoption of the final model, the models provided for in DM 14/2024 are supplemented by the certificate models attached to DL 144/2022 and DM  267/2021, for technical institutes and vocational institutes respectively (DM 14/2024).

Regional vocational education and training (IeFP)

Three-year vocational training courses lead to the qualification of ‘worker in +’, while four-year courses lead to the qualification ‘technician in +’.

Certification is aimed at ensuring the recognition of qualifications, in order to enable trainees to enter or re-enter the system of vocational education and training in the mobility system. The certified skills constitute training credit. The regions are responsible for the final and intermediate certification. They organise the implementation procedures taking into account the minimum standards and the types of certification defined at national level.