From 2018, the Italian National Assessment of educational progress in Reading Comprehension will provide individual feedback on students' performance in standardised tests at the end of secondary education. The new perspective, not only feedback at the level of the system (national, school, classroom) but also feedback at the level of the individual student, represents a new perspective in which the individual student is also put at the centre.

With the present exploratory study, we aim to reflect on the possible implications of such descriptive feedback for teaching and school action in the context of impact evaluation. The reference paradigm of social constructivism, within which this research action is situated, points to the need to understand the complexity of this phenomenon through the direct experience of the people involved in the feedback process, specifically students and teachers. The aim of this qualitative study is to investigate what, if any, impact descriptive feedback from national standardised tests can have on text comprehension in the school context, specifically in the classroom.

This aim was broken down into two main research questions:
1) How do students perceive the descriptive feedback they receive from INVALSI in relation to their reading comprehension results?
2) How can the descriptive feedback provided by INVALSI regarding the levels achieved in reading comprehension contribute to an educational action, from the experiences of those involved, students and teachers?

To answer the research questions, a constructivist approach will be used to interpret the phenomenon under study from the experiences and perceptions of the participants through thematic analysis of the interviews. This method makes it possible to identify and analyse recurring themes in the qualitative data collected to construct meanings from individual narratives. The qualitative data collection therefore involved conducting individual semi-structured interviews with teachers and students in their final year of secondary school.

The interviews were conducted online. The participants in the research were about 10 teachers and about 10 secondary school students, as they were directly involved in the teaching action related to the INVALSI tests. The data collected were analysed using the thematic analysis model according to an approach that made it possible to arrive at general explanatory themes of the phenomenon studied.

Preliminary results from the interviews suggest that the INVALSI test is poorly integrated into the educational context, as it is perceived mainly as a compliance exercise, since the feedback, even if individual, has no consequences in terms of academic performance. Teachers are very often unfamiliar with the content of the level descriptions, since the main attention in schools is focused on the numerical data concerning the average results obtained by the class and the school, which are shared in school meetings when the data are returned. However, they see its potential mainly in terms of "inspiration" for the development of evaluation grids of tests to be developed in their classes in the school curriculum.

These themes represent preliminary results that will be used to construct further research actions to arrive at an evaluation of the impact, from a qualitative point of view, of the descriptive feedback of INVALSI Italian test.

Keywords: Standardised test, reading comprehension, descriptor level, educational setting.