Conference Program

Since Ryan and Deci's (2017) studies, we have known that motivation is not represented only by an intensity scale (i.e. having more or less motivation), but also by what drives it. In fact, a distinction is made between intrinsic motivation, which is acting for what interests or pleases you, and extrinsic motivation, which is acting to achieve an external result (Germani, 2025). Intrinsic motivation «constitutes a natural inclination of students towards assimilation, mastery and a spontaneous interest in learning. It does not require external rewards or pressure, but is guided by personal interest, providing a lasting source of satisfaction and pleasure throughout the educational pathway» (Germani, 2025, p. 10). According to Cognitive Evaluation Theory, a theory that forms part of Self-Determination Theory (Ryan & Deci, 2002), interpersonal contexts characterised by communication and feedback systems influence the development of a sense of competence, i.e. the perception of being competent and autonomous. «In other words, when people perceive that they are successful in an activity thanks to positive feedback or optimal challenges, they are more likely to be intrinsically motivated to continue that activity» (Germani, 2025, p. 17). A sense of autonomy (or self-determination) is essential for sustaining intrinsic motivation. Although the feedback provided in the INVALSI certification is not presented in interpersonal contexts, it provides students with information on the text comprehension skills they have developed, based on what they have demonstrated they are capable of doing.

This paper reflects on the perceptions of Italian students regarding the descriptive feedback provided in INVALSI's national reading comprehension tests at the end of lower and upper secondary school. This qualitative study takes a descriptive-exploratory approach to investigate whether feedback from INVALSI certification leads students to reflect on their own learning, and whether this reflection affects their motivation to learn in the context of lifelong learning (Ouane, 2003). To this end, semi-structured interviews were conducted with nine students at the end of the first and second cycles of education. These were transcribed verbatim and analysed using thematic analysis (Clarke & Braun, 2016), with the support of Maxqda software.

According to the students interviewed, evaluating learning through descriptive feedback is valuable because it shifts the focus from a single test to understanding the learning process. The students assigned the following functions to descriptive feedback:

- A diagnostic function, which is useful for identifying the skills demonstrated in an assessment and enabling students to recognise their strengths and weaknesses.

- A prospective function, which is useful for setting future goals and motivating students to achieve higher levels by setting concrete objectives.

- A reflective function, which is useful for encouraging critical analysis of study methods and strategies adopted to achieve specific learning outcomes.

Therefore, the results, as expressed by the students' voices, show that descriptions of skills achieved in INVALSI certification allow students to reflect on their sense of competence. Descriptions of skill levels that they can still achieve motivate students to guide their future learning.