Assessing religious knowledge and competences: the case of religious teaching in Italian schools


The complexity of evaluation as a didactic operation must also deal with national regulations and supranational indications that somehow direct the evaluation processes. In the Italian school context, a particular case is represented by the teaching of the Catholic religion, which among the peculiarities has that of an evaluation different from other disciplines, not so much in the evaluation methodologies that can trace general lines and forms, but in the actual value that it has within the school institutional structure and in the career of students. This essay aims to analyse the state legislation on the evaluation of religious education and its impact in defining the results achievable at the end of the cycle of studies.