Abstract
This study explores Italian primary school teachers’ beliefs and perceptions regarding the role and relevance of national standardised mathematics assessments (INVALSI) and their influence on classroom practice. Building on the national research project MaSt – Mathematics Standardised Assessment as a Tool
for Teachers’ Professional Development, this research adopts a bottom-up approach, promoting the formative use of standardised test frameworks and results by teachers themselves. The data derive from a questionnaire administered to 126 in-service primary school teachers across Italy. Teachers declared an influence of the tests on their teaching despite also reporting negative or skeptical views about their
usefulness. This discrepancy, along with misconceptions about test data access, underscores the need for targeted professional development. The findings offer insights into teachers’ cognitive and emotional engagement with standardised assessments and support the development of resources that align national testing practices with formative, teacher-led educational strategies.