Logics of the institutionalization of school assessment: a meta-analysis

Authors

Henrique Ramalho School of Education, Polytechnic of Viseu, Portugal https://orcid.org/0000-0002-5512-1278

DOI:

https://doi.org/10.26512/lc30202453172

Keywords:

Public school, School evaluation, Meta-analysis

Abstract

The present essay is organized along the lines of meta-analytical studies, having as its object of study the evaluation of schools, as a pivotal educational policy. Being methodologically supported by Grounded Theory, in line with qualitative systematic review, the objective of the study is to systematize, in a holistic way, the alignments of school evaluation in Portugal, as an object of study targeted in national academic research. The general framework of our conclusions points to a normalization of the functioning of schools and the meanings of providing public educational services within the scope of a hegemonic culture of performativity, definitively established by the internal and external evaluation of Portuguese public schools.

Author Biography

Henrique Ramalho, School of Education, Polytechnic of Viseu, Portugal

Adjunct Professor in the Disciplinary Area of Educational Sciences, Department of Psychology and Educational Sciences – School of Education of the Polytechnic Institute of Viseu, Portugal. PhD in School Organization and Administration. Integrated Researcher at the Centre for Studies in Education and Innovation (CI&DEI), of the Polytechnic Institute of Viseu, Portugal. Email: hpramalho@esev.ipv.pt

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Published

2024-12-16

Issue

Vol. 30 (2024)

Section

Articles

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