This paper presents a teacher training experience involving 674 Italian teachers working in primary
and secondary schools in Liguria Region, in the North of Italy. The course aims to train teachers in
analysis, interpretation and use of data emerging from the census-standardized tests by the Italian
National Institute for the Evaluation of the Education System (INVALSI) for the assessment of
students’ learning in Reading, Mathematics and English language at different school levels. The
paper contributes to the debate on teachers’ data literacy by describing the experience and discussing
preliminary results from two online surveys of teachers attending the training course (completed
respectively, by 452 teachers, totaling 67.1% of the overall population attending the course, and
by 413 out of 515). The first survey was administered at the beginning of the experience, exploring
teachers’ previous professional development experiences of evaluation topics, their expectations in
relation to the course and self-efficacy of evaluative and educational strategies. The second survey
was administered as a satisfaction questionnaire at the end of the training course to teachers who
attended the online laboratories. Differences among primary and secondary school teachers are
discussed, together with teachers’ level of satisfaction for the training course. The paper stresses the
importance to train teachers in data literacy, as a challenge for training teachers in the 21st century,
and it encourages teacher professional development initiatives promoted by public authorities at
local levels in order to better meet the specific local needs.