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This is reported by a survey conducted by Skuola.net, which collected the immediate impressions of 500 high school graduates at the end of the test.

   Only 1 in 3 found the second test questions to be in line with expectations and just 1 in 10 found them easier than expected . Over 1 in 2 , however, found them more difficult than expected . So it is not surprising that 23% of the final year students felt almost “forced” to copy, both with traditional methods and with technological aids.

   This despite the fact that, as happened with the Italian written test, the content of the ministerial package was quite close to the topics covered in class during the school year. For 1 in 4, everything needed to complete the task had been explained by the teachers, while for almost 1 in 2 there was just a few notions that the class was unaware of. In the end, therefore, about another quarter ( 25% ) were unaware of several passages required by the assignments .

   But, in the end, the judgment remains negative. Having to give a grade to the tracks, over 4 out of 10 assign it an “insufficient”. Only 1 out of 4 gives it between “excellent” and “very good”. While 1 out of 3 places itself in the middle, giving it a “fairly good”.

In hindsight, the presence of the external examiner as the “person in charge” of the test    created fewer problems . Over 1 in 3 said they were lucky enough to have a strict but kind teacher . For another third ( 34% ) he was even collaborative , even helping a little who needed support. Only for the remaining third did he reveal himself in front of a strict examiner. 

   About 1 in 4 confesses to having copied at least part of the assignment . Half of them copying from classmates, the other half dividing themselves equally between analog media (notes, dictionary notes, etc.) and digital media (smartphones, internet, AI, etc.). And there are even those who have turned to artificial intelligence: they are the vast majority of those who have opted for technological “copying” methods.