Abstract:
This article intends to discuss the relationship between educational assessment and educational quality. The discussion of this theme had as its horizon the emancipatory rationality, considering education as an object for historic-political criticism, analyzing the context from the nineties since it gives historical meaning to the themes that were analyzed here. The text presents a reflection about the meaning of assessment, of school management and of educational quality, when methodological options for the evaluation process tend to the exclusion or to the enfranchising of the participants. Finally, it discusses precariousness in the teachers' formation whereas learning evaluation and it presents some questions that should be considered in teachers' formation.
Keywords:
evaluation; educational quality; public policies