On Wednesday, the Italian Chamber of Deputies passed a significant reform of the school evaluation system, with a vote tally of 154 in favor, 97 against, and 7 abstentions. This reform, which has sparked extensive debate, introduces a stricter grading system for student behavior, commonly referred to as “conduct grades,” which will play a pivotal role in students’ academic progression.
The reform has been championed by Giuseppe Valditara, Italy’s Minister of Education and Merit from the League party. It marks one of the key educational initiatives of the current government. However, it has faced criticism from educators and pedagogical experts who argue that it promotes an autocratic and hierarchical view of education, rather than fostering a functional and effective learning environment.
Among the most notable changes is the reintroduction of conduct grades for middle schools, which had been abolished in 2017. Under the new system, conduct will be graded on a scale of 1 to 10. If a student’s final grade is below 6, the class council will have to fail them or deny them admission to the final year exams. High school students face similar repercussions, including potential dismissal from school or exclusion from the state exams based on their conduct grades.
Moreover, the law imposes stricter disciplinary measures. For suspensions of up to two days, students will be required to engage in “in-depth activities” reflecting on the consequences of their behavior. Those facing longer suspensions must participate in “solidarity citizenship activities” at designated organizations affiliated with their schools.
For primary schools, conduct grades will revert to simplified judgments, such as “excellent,” “distinguished,” “good,” “sufficient,” and “insufficient,” a move that has raised eyebrows. These synthetic judgments replace the previously established descriptive evaluations that aimed to outline students’ learning progress rather than merely their final performance. Critics argue that the descriptive approach is more beneficial for young learners, as it encourages a growth mindset, while the new system risks labeling children at a formative age.
Valditara defends the reform, claiming that the simplified judgments will be easier for parents and students to understand. However, the debate continues as educators and stakeholders express concern about the implications for student well-being and the overall educational philosophy in Italy.
