Proficiency Testing Research Articles

Optimizing the Automated Analysis of Inorganic Gunshot Residue Particles by SEM-EDX: From Synthetic Particle Standards to More Time-Efficient Settings for Daily Casework

Gunshot residues deposited on all surfaces in the nearest vicinity of the shooting incident, when revealed, can contribute to the explanation of various aspects of such an incident for forensic purposes. Examinations of gunshot residue, mainly inorganic particles, at forensic laboratories are expected to be reliable and fast. This primarily depends on the performance of the used scanning electron microscope integrated with an energy dispersive X-ray spectrometer and the automatic program searching for particles of defined characteristics. Among the milestones on the pathway towards quality assurance in examinations of gunshot particles, the invention of the synthetic gunshot residue specimen ought to be named. Such a specimen with particles of known chemical content, size, and location is now used for proficiency testing, which is a condition for a forensic laboratory to obtain accreditation in this subject matter. In this publication, the need for optimization of the procedure for the examination of a synthetic specimen, in alignment with the necessary modifications for real gunshot particles, has been addressed. The presented process of validation resulted in two procedures. The first demonstrates the full capacity of the instrument for detecting all particles present in the synthetic specimen, including the 0.5 micrometer particle at the magnification of 250×. The other procedure is the modification of the first, however aiming at 1-micrometer particles or bigger (at the magnification of 120×) and allowing the necessary backscattered signal threshold changes depending on the actual composition of gunshot residue as well as the abundance of light element debris in the case of real gunshot particles.

A generative AI-driven interactive listening assessment task

IntroductionAssessments of interactional competence have traditionally been limited in large-scale language assessments. The listening portion suffers from construct underrepresentation, whereas the speaking portion suffers from limited task formats such as in-person interviews or role plays. Human-delivered tasks are challenging to administer at large scales, while automated assessments are typically very narrow in their assessment of the construct because they have carried over the limitations of traditional paper-based tasks to digital formats. However, computer-based assessments do allow for more interactive, automatically administered tasks, but come with increased complexity in task creation. Large language models present new opportunities for enhanced automated item generation (AIG) processes that can create complex content types and tasks at scale that support richer assessments.MethodsThis paper describes the use of such methods to generate content at scale for an interactive listening measure of interactional competence for the Duolingo English Test (DET), a large-scale, high-stakes test of English proficiency. The Interactive Listening task assesses test takers’ ability to participate in a full conversation, resulting in a more authentic assessment of interactive listening ability than prior automated assessments by positing comprehension and interaction as purposes of listening.Results and discussionThe results of a pilot of 713 tasks with hundreds of responses per task, along with the results of human review, demonstrate the feasibility of a human-in-the-loop, generative AI-driven approach for automatic creation of complex educational assessments at scale.

Clinical skills examination as part of the Swedish proficiency test of dentists educated outside of the EU/EEA.

The increase in the migration of dentists educated outside the EU/EEA calls for the sharing of information and evaluation of recognition processes within countries in the EU. In 2017, the Swedish National Board of Health and Welfare implemented the Proficiency test, a recognition process for dentists who have completed an education programme outside the EU/EEA. The Proficiency test consists of a theoretical and an integrated clinical skills examination, followed by a 6-month clinical practice. The clinical skills examination is a two-part examination that includes an OSCE and an operative test on a dental manikin. This paper presents data from proficiency tests between 2018 and 2022, and explores factors related to grade fail, that is, demographics, theoretical exam scores and language comprehension. In a cohort study, demographics and factors associated with grade fail were explored using test results from theoretical and clinical skills examinations (n = 181) from 2018 to 2022. Pearson correlation coefficient and linear regression analysis were used for studying correlations and associations between exam results. Univariable linear and logistic regression models were used for background variable associations with clinical skills exam outcomes. Higher age was a significant risk factor for failing the clinical skills examination and the OSCE. Higher scores in the theoretical exam reduced the odds of failing the OSCE but were not associated with results in the operative test or the overall results of the clinical skills examination. Regarding the OSCE there was a statistically significant difference within all professional qualifications explored between participants who passed and participants who failed the OSCE. Four years of data collection reveal that age and previous theoretical exam results influence the odds of failing the clinical examination. The study results also highlight the necessity of multiple assessment formats to assess clinical and communication skills of foreign-trained dentists.

Incoherent coherence? Using systemic functional linguistics to improve oral language assessment literacy

AbstractThis paper discusses the challenges of defining coherence in the context of oral language assessment literacy and proposes that better understanding of the construct can be achieved through a systemic-functional linguistic lens. Coherence is taken to be a foundational quality of written and spoken discourse and is a standard feature in the assessment rubrics of most large-scale English-language oral proficiency tests such as IELTS, TOEFL, and Cambridge. However, the precise meaning of coherence, and how it can be identified in language, is difficult to grasp. This has implications for the makers and raters of tests as well as the candidates who take them. The literature suggests coherence is the most troublesome category to rate reliably and validly. The systemic-functional linguistic (SFL) model of language provides a rich description of coherence, but has been under-utilised by the language testing industry to date. In this paper we examine three aspects of coherence: (1) how it is currently conceptualised in oral language proficiency testing; (2) how it is conceptualised in linguistics in general and SFL in particular; and (3) how insights from SFL could inform the evaluation of coherence in oral language proficiency examinations.

Clinical Need for Point-of-Care Testing for Diabetes in Clinical and Laboratory Improvement Amendments–Waived Settings

Point-of-care testing (POCT) has been used in multiple care settings for acute disease and, to a lesser extent, chronic disease testing. All POCT is regulated under the Clinical and Laboratory Improvement Amendments of 1988 (CLIA). CLIA-waived POCT requires no proficiency testing and can be carried out by nonlaboratory personnel. This review describes the benefits and limitations of POCT for cardiometabolic diseases and related conditions. It also explores the current U.S. regulatory environment for CLIA-waived POCT, highlighting the need for increased access.

Revitalization Of Learning Loss in Moji level Intermediate of Japanese Language Education Program Brawijaya University

This study explores the learning loss experienced at the Moji Intermediate level within the Japanese Language Education Study Program during the COVID-19 pandemic. Over a period of two years, traditional face-to-face learning was replaced by online instruction, which affected the implementation of certain learning stages, such as kanji writing exercises conducted in the classroom. This research aims to identify the extent of learning loss during online learning, specifically with kanji writing skills at the Moji Intermediate level. A descriptive qualitative method was used, comparing course grades from both online and offline learning periods. According to Rajesh, Hasibuan, Susanto, Solihat et al. (2022), while learning loss has been widely studied with various approaches, few have addressed its impact on specific courses, particularly in Japanese language education. The findings reveal that online learning significantly reduced students' kanji writing abilities. As a result, teachers must adopt new strategies to compensate for this gap and ensure that students perform well on the Japanese Language Proficiency Test (JLPT), which is essential for graduation from the Japanese Language Education Study Program.

Ensuring Quality and Consistency in OPC-53 Cement Testing: A Comprehensive Proficiency Testing Evaluation

The proficiency testing (PT) program is a critical part of quality assurance in laboratories, especially within industries like construction where cement testing is essential. This study provides a comprehensive evaluation of the fifth PT scheme for Ordinary Portland Cement (OPC) grade 53, conducted by the Nodal Laboratory. The key parameters assessed in this program were standard consistency, compressive strength, and soundness using the Le-Chatelier method. Twenty-four laboratories participated, and their performance was analyzed using advanced statistical methods, adhering to ISO 17043:2010 and ISO 13528:2015 standards. The results showed that most laboratories performed satisfactorily, with only one outlier identified in the soundness test. This paper covers all aspects of the PT program, from sample preparation to the distribution of materials, as well as the homogeneity and stability tests conducted on the samples. Statistical evaluation was carried out using Z-scores, which allowed the laboratories to be ranked according to their performance in each parameter. This method highlights discrepancies and provides a clear framework for participating laboratories to improve their testing procedures. Proficiency testing is essential for maintaining high standards in laboratory performance. It helps standardize testing methods across multiple laboratories, ensuring that OPC-53 cement meets strict quality and performance specifications. The program enables laboratories to identify performance gaps and take corrective actions, ensuring the reliability and accuracy of results. Participation in PT programs is a step toward continuous improvement, keeping laboratories aligned with international standards, ultimately benefiting the broader construction industry by ensuring the structural integrity of buildings and infrastructure. This study underscores the importance of regular PT participation. It not only provides a benchmark for laboratory performance but also ensures compliance with ISO standards. This fosters the consistent quality of cement used in large-scale construction, reducing the risk of structural failures and contributing to long-term safety and durability. The findings demonstrate the positive impact of PT programs on overall testing accuracy and laboratory reliability, emphasizing their role in advancing best practices in the construction industry.

To be with artificial intelligence in oral test or not to be: a probe into the traces of success in speaking skill, psychological well-being, autonomy, and academic buoyancy

There has been a surge in employing artificial intelligence (AI) in all areas of language pedagogy, not the least among them language testing and assessment. This study investigated the effects of AI-powered tools on English as a Foreign Language (EFL) learners’ speaking skills, psychological well-being, autonomy, and academic buoyancy. Using a concurrent mixed-methods design, the study included 28 upper-intermediate EFL students from an Ethiopian university. We gave the Michigan Language Proficiency Test to evaluate degrees of proficiency before the TOEFL iBT speaking section, which used ChatGPT for scoring and feedback. Speaking abilities were assessed using pretests, immediate posttests, and delayed posttests. Furthermore, we evaluated the impacts on psychological well-being, autonomy, and academic buoyancy using narrative frames. We used one-way repeated measurements to examine the quantitative data and thematically evaluated the qualitative data. According to the results, speaking abilities, psychological well-being, learner autonomy, and academic buoyancy showed notable increases. The results suggest that by improving skill development, offering individualized feedback, and meeting students' emotional and psychological needs, AI systems like ChatGPT have the capacity to transform language assessment and pedagogy. Encouraging the incorporation of AI technologies to enhance educational outcomes and provide a more flexible and adaptable learning environment, the study presents important implications for various stakeholders.

Chinese Folk Songs Can Facilitate Chinese Language Learning - A Pilot Study.

While previous research has demonstrated the beneficial role of pop music in foreign language learning, there is a lack of studies exploring the potential impact of Chinese folk songs on Mandarin language acquisition. This study aimed to investigate whether a curriculum based on Chinese folk songs enhances the outcomes of Mandarin Chinese learning in foreign speakers. International students in a university in Beijing who were attending regular Mandarin courses were allocated into two groups: the group receiving an additional Chinese folk song-based curriculum (intervention) and the group not (control). Mandarin proficiency after one and two semesters between the two groups was assessed using the Chinese Proficiency Test (i.e., Hanyu Shuiping Kaoshi, HSK) by the Generalized Estimating Equations (GEE) analyses. 16 international students were analysed (intervention: 8; control: 8). After adjusting for time, the intervention group showed a significantly higher HSK score in listening section (adjusted β = 7.86, p = 0.015) than that of the control group. In conclusions, Chinese folk song-based curriculum has the potential to enhance Mandarin listening among foreign speakers.

Proficiency test of SARS-CoV-2 Omicron variant detection in diagnostics samples by veterinary diagnostic laboratories

AbstractVeterinary diagnostic laboratories (VDLs) play a critical role in screening both human and animal samples for SARS-CoV-2. To evaluate the SARS-CoV-2 detection methods used by VDLs, a proficiency test was performed by the US Food and Drug Administration’s Veterinary Laboratory and Investigation and Response Network in collaboration with two other organizations. Thirty-two sets of 12 blind-coded samples were prepared by fortifying Molecular Transport Medium (MTM) or feline feces with SARS-CoV-2 Omicron variant or non-SARS-CoV-2 equine coronavirus RNA at various concentrations and shipped to 32 participants for blinded (unbiased) analysis. Results were analyzed according to the principles of International Organization for Standardization 16140-2:2016 using two approaches such as establishing the rate of detection (ROD) and the success rate by applying the analysis of binary outcome by logit approach. ROD provided the overall assessment of laboratories performance, whereas the novel logit approach provided an insight to more specific analysis based on the complexity of each sample. The ROD was 83% and 98% for MTM samples at 200 and 20000 genome copies per 100 µL, respectively. Fecal samples were classified as challenging exploratory, and results were not included in the assessment of performance but discussion purposes only. Fecal samples exhibited matrix interference impacting the performance. The ROD was 44% and 89% for fecal samples at 2000 and 20000 genome copies per 100 µL, respectively. The non-COVID coronavirus RNA, which was used to address the specificity, did not interfere with methods used. Establishing the success rate by evaluating the qualitative results (detected/not detected) applying a logit approach revealed that, out of thirty-two participants, twenty-eight had satisfactory results, one participant had unsatisfactory results, and three participants had questionable results for MTM samples. For fecal samples, three participants out of thirty-two did not meet the expectations at higher concentrations. Lower concentrations of fecal samples were excluded from this analysis. Again, the fecal samples were considered as challenge samples and the results were provided to assist participants in their continuous efforts to improve their performance and not to evaluate their performance.

Decreased variability in the site-specific results during participation in the External Quality Assurance Program Oversight Laboratory (EQAPOL) proficiency program for IFN-gamma enzyme-linked immunospot (IFN-γ ELISpot) assay

The NIAID DAIDS-sponsored External Quality Assurance Program Oversight Laboratory (EQAPOL) manages an interferon-gamma (IFN-γ) enzyme-linked immunospot (ELISpot) external proficiency program. The ELISpot program evaluates the accuracy and variability of results across laboratories. The variability in the program is quantified via the dispersion, which is the ratio of the variance over the mean of the background-corrected spot-forming cells (SFC) replicates obtained under stimulation with different peptide pools (CMV, CEF). This report includes the longitudinal analysis of the ELISpot program cohort composed of 22 laboratories from 2011 to 2022 to assess whether the within-lab variability has improved over time. Random intercept models of the dispersion over time showed a significant decrease in overall dispersion from an average of approximately 1.8 in 2011 to approximately 1.25 in 2022. Out of the 21 sites, 16 sites (4 being statistically significant) had a negative trend for dispersion over time. Our finding of a reduction of overall within-lab variability demonstrates the need for and benefit of proficiency testing programs.

Simultaneous determination of macrolide and quinolone antibiotics in animal tissues for human consumption validated by Regulation (EU) 2021/808

In this work, an analytical method for the simultaneous detection and quantification of 11 macrolides (erythromycin A, gamithromycin, lincomycin, neospiramycin, pirlimycin, spiramycin, tildipirosin, tilmicosin, tulathromycin A and its metabolite CP-60300, and tylosin A) and 10 quinolones (ciprofloxacin, danofloxacin, difloxacin, enrofloxacin, flumequine, marbofloxacin, nalidixic acid, norfloxacin, oxolinic acid, and sarafloxacin) in muscle (bovine, ovine, porcine, equine, rabbit, poultry including laying hens, and fish) and kidney (bovine, ovine, porcine, equine) for human consumption was developed and validated according to Commission Implementing Regulation (EU) 2021/808. Sample preparation consisted of liquid extraction using a citrate–phosphate/EDTA buffer solution (McIlvaine buffer) followed by solid phase extraction for cleanup and UHPLC-MS/MS analysis. The developed method was comprehensively validated with regard to relative matrix effects (CVMF ≤ 20 %), linearity (R2 ≥ 0.98), accuracy (84–119 %), trueness (−16 to + 19 %), repeatability (2.1–20.0 %), reproducibility (3.0–25.0 %), selectivity, and robustness. The method limit of quantification values ranged from 2 to 40 µg kg−1, established as 0.1 × the lowest maximum residue limit (MRL) by species for the authorized antibiotics. Method applicability was demonstrated in six interlaboratory proficiency tests, and in the official control analyses of 1200 field samples of muscle and kidney.

Readability Of Higher Education Institutions Exam Basic Proficiency Test Turkish Questions

Readability is a measurable quantitative feature of texts. Readability gives information about how easy or difficult a text is to read. This information can help decide appropriate texts for courses and exams. There are 3 formulas, called Ateşman, Çetinkaya-Uzun, and Bezirci-Yılmaz, which are widely used in determining the readability of Turkish texts. The purpose of this study is to determine the readability of the Turkish questions in the Higher Education Institutions Exam, the Basic Proficiency Test conducted between 2019-2023 with Ateşman and Bezirci-Yılmaz formulas. The dataset consists of a total of 200 questions, 40 from each year, asked between 2019 and 2023. According to the findings, it was revealed that both formulas used in the study were consistent and the readability levels of the formulas were similar. According to the used formulas, it was observed that the questions in 2019 were the easiest and the test questions in 2021 were the most difficult to read. It has been determined that the number of questions in question types varies over the years, phonics questions are the question type with the easiest, and questions related to sentence meaning are the most difficult readability level. It was concluded that the questions were mainly at the difficult level according to the Ateşman formula, and at the academic level according to the Bezirci-Yılmaz formula.

The pain, the pedagogy, and the politics of IELTS: a critical autobiographical inquiry

ABSTRACT Language tests, including international high-stakes English proficiency tests widely used around the world, are to be viewed as ideological constructs connected with power relations and center–periphery demarcations at different social levels. In this paper, we examine the International English Language Testing System (IELTS) as an instance of such tests to uncover some of its underlying sociocultural functions. Adopting a critical autobiographical approach that revisits three personal trajectories in relation to each other and in connection with wider contextual dynamics, we reflect on our own lived experiences of engagements with IELTS in various social and institutional settings and in different roles. Each one of us first shared narrative accounts of turning points in our learning, taking, teaching, and using IELTS within the past two decades. Then, we explored these narratives through multiple rounds of reflections and discussions of their common underlying ideas related to the sociocultural functioning of IELTS. Although the narratives presented unique trajectories, three common themes of Pain, Pedagogy, and Politics emerged from our collective analytic reflections. We discuss these themes and how they can problematize different aspects of IELTS from a critical point of view.

Implementation of a community-based LC-UV drug checking service: promising preliminary findings on feasibility and validity

BackgroundThe increasing diversity of psychoactive substances on the unregulated drug market poses significant health, psychological, and social risks to people who use drugs (PWUD). To address these risks, various harm reduction (HR) policies have been implemented, including drug checking services (DCS). Many analytical methods are used for DCS. While qualitative methods (e.g., thin layer chromatography, spectroscopy) are easier to implement, they are not as accurate as quantitative methods (e.g., LC-UV, LC-MS). Some HR programmes have implemented high-performance liquid chromatography coupled with UV detection (LC-UV). This article presents the cross-validation of this quantitative method with a reference liquid chromatography coupled with high resolution mass spectrometry (LC-HRMS) method.MethodsDrug samples were provided by PWUD to a DCS called DrugLab in Marseille, France. The samples were weighed and prepared through dissolution in methanol, followed by ultrasonic bathing. Samples were analysed onsite using LC-UV analysis. They were then subsequently analysed with the reference LC-HRMS method. The LC-UV instrument in DrugLab was calibrated after being purchased; analysis of standard solutions was routinely performed once a month and after maintenance operations. For the LC-HRMS instrument, calibration and quality control procedures followed European Medicines Agency (EMA) guidelines. Statistical analyses were conducted including Spearman correlation tests using IBM® SPSS® Statistics version 20.ResultsA total of 102 samples representing different product classes and cutting agents were cross-validated. Differences between both analyses methods for each molecule analysed were ≤ 20%, with significant correlations between both methods’ results for most substances. Notably, LC-HRMS provided lower concentration values for cocaine and acetaminophen, whereas it provided higher values for other substances. Correlations were significant for cocaine, ketamine, MDMA, heroin, amphetamine, caffeine, acetaminophen, and levamisole.ConclusionsThis study demonstrates that the results provided by DrugLab were accurate and reliable, making LC-UV an adaptable, stable, and suitable analytical method for simple matrices like drugs in a DCS context. However, this cross validation does not guarantee accuracy over time. A proficiency test project in HR laboratories across France is currently under development in order to address potential drifts in LC-UV accuracy.

D-dimer-An International Assessment of the Quality of Laboratory Testing: Implications for D-dimer Use in the Real World.

D-dimer assessment has several established roles in venous thromboembolism (VTE) and disseminated intravascular coagulation diagnosis, and recently the risk stratification of coronavirus disease 2019 (COVID-19). D-dimer assays are neither standardized nor harmonized, use varying methodologies, and use different reporting units, all resulting in a lack of interchangeability and generalizability of assays. Using large multiyear datasets from an international laboratory quality assurance program, we assessed (1) common D-dimer assays in use worldwide, (2) differences in analytical performance between different methods, and (3) interlaboratory variability between positive samples. External proficiency testing results from laboratories participating in the External Quality Control for Assays and Tests (ECAT) Foundation were analyzed from 2017 to 2023. Annually, between 578 and 690 laboratories participated in the D-dimer sample surveys with response rates ranging from 88 to 97%. The three most common assays in use in 2023 were the Siemens Innovance D-dimer (42%), the IL HemosIL D-dimer HS 500 (20%), and the Diagnostica Stago (Stago) Liatest D-dimer Plus (10%)-all these are automated, quantitative, latex immunoassays expressed in fibrinogen equivalent units (FEU). The highest interlaboratory variability was observed around the typical VTE exclusion threshold of 0.5 mg/L FEU. Lower interlaboratory variability was observed at values above 0.8 mg/L FEU. Our study provides recent, international performance data on currently used D-dimer assays and describes the significant variability between assays and across D-dimer concentrations. We demonstrate that assays are not interchangeable and that using them interchangeably has the potential to result in clinically important errors. There is an urgent need to educate users about these issues and to work towards harmonizing D-dimer units and reporting.

Laboratory performances during proficiency tests for the analysis of active substances in pesticide formulations during 2021–2023

During the period 2021–2023, the Italian National Institute of Health (ISS) organised, in collaboration with the Italian Health Ministry, proficiency testing (PTs) for about 22 Italian and other EU laboratories involved in the monitoring programmes for Plant Protection Products (PPPs). The aim of the PTs was to determine the amount of active ingredient in various formulations of PPPs. Overall, the type of formulations to be analysed were soluble concentrate (SL), suspension concentrate (SC), capsule suspension (CS), emulsion water oil (EW), soluble water granule (SG), dustable powder (DP), water dispersible granule (WDG) and emulsion concentrate (EC). In 2021, the ISS organised PTs for the determination of Imazamox, Fenhexamid and Trinexapac-ethyl in three different PPPs as soluble concentrate (SL), suspension concentrate (SC), and capsule suspension (CS), respectively. In 2022, PTs for the determination of Bentazone, Spinosad and Tau-Fluvalinate were organised. For this PTs, commercial PPPs were obtained from the Italian market as SC, emulsion oil water (EW) and soluble water granule (SG). In 2023, the PT was organised to determine the active ingredient Trifloxystrobin, Deltamethrin and Cyprodinil in the commercial product as water dispersible granule (WDG), dustable powder (DP) and emulsion concentrate (EC), respectively. Homogeneity and stability, performed for all PT samples, fulfilled the acceptability criteria. The Jarque–Bera test was used to verify the hypothesis of normality of the data distributions before to calculate the z-score values. Laboratory performances, expressed in terms of z-scores, were satisfactory for almost all participants for all substances.

Development and Validation of a Loop-Mediated Isothermal Amplification (LAMP) Method for the Rapid, Sensitive, and Specific Detection of Hazelnut as an Allergen in Food Matrix.

Analytical verification of hazelnut in food supports risk-based approaches for proper allergen labeling to prevent unwanted allergic reactions or to quality control diagnostic or therapeutic allergen preparations for allergic subjects. We present the development and validation of a loop-mediated isothermal amplification (LAMP) assay for rapid detection of hazelnut by targeting the internal transcribed spacer 2 gene. The qualitative method requires neither sophisticated analytical equipment nor antibodies, allowing an easy-to-use application with no ethical concern related to the use of animals. It demonstrated a limit of detection at or below 10 mg/kg hazelnut in various food matrices, making it also suitable for verifying hazelnut at levels of clinically relevant eliciting doses. Validation against proficiency test samples and testing of applicability with commercial food items confirmed its usefulness in processed foods. The simplicity of the method, including visual colorimetric detection, combined with high specificity and sensitivity, represents an advancement over existing qualitative methods.

Research on Rapid Detection of Salmonella and Listeria monocytogenes Using Colloidal Gold Immunoassay and PCR Methods

This study used colloidal gold immunoassay strips and PCR (probe method) kit methods to detect Salmonella and Listeria monocytogenes. The accuracy and precision of the colloidal gold immunoassay strips and PCR (probe method) kit methods were validated using proficiency testing blind samples, and the consistency with the current national gold standard method was compared. The results of the two rapid detection methods were consistent with the results of the national standard method. This paper also analyzed the detection time and cost of the two rapid detection methods and the national standard method. The PCR (probe method) kit method takes less time for detection and can be used for high-throughput detection, with high sensitivity and low interference. It requires high equipment and personnel capabilities. The colloidal gold immunoassay strips method has the lowest detection cost, but its sensitivity is lower than that of the PCR method. It is easy to operate and requires low personnel and equipment requirements. Laboratories can choose the appropriate method based on their actual needs.

Digital Stories and Inclusive Cultures at School: A Research Study in an Italian Primary Multicultural Classroom

This study explores the effectiveness of digital storytelling in enhancing communicative competence—encompassing both linguistic and narrative skills—and fostering inclusivity in a multicultural primary classroom in Genoa, Italy. The quasi-experimental intervention spanned four months and involved eight lessons designed to engage students from diverse cultural backgrounds, particularly those with migratory backgrounds. Pre- and post-intervention assessments were conducted to evaluate linguistic proficiency, narrative competence, and educational inclusion. The results from the Italian language proficiency test demonstrated that second-generation students typically performed at the B1 level, while students with more recent migratory backgrounds scored lower. However, narrative competence showed notable improvements among A2+ level students, who outperformed their peers in certain dimensions despite linguistic challenges. Observational rubrics used throughout the intervention revealed increased classroom inclusivity, active participation, and cultural exchange. Despite limitations related to the sample size and intervention duration, the findings suggest that digital storytelling can significantly enhance communicative competence and promote a more inclusive classroom environment. Future research should investigate the long-term effects of digital storytelling on multilingual classrooms and its broader applicability.