Assessment and argumentation: an analysis of mathematics standardized items

In this paper, after a brief description of Italian National Guidelines and Evaluation System, we present and analyze two examples of standardized items focused on argumentation. The qualitative analysis is carried out by using theoretical lenses coming from studies about mathematical argumentation: in particular, we use Toulmin’s model to identify common features in the structure of these standardized items. The first results of our analysis give us the elements to reflect on the multiple-choice items structures that could be used for identifying specific aspects about argumentation and for assessing students’ skills