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

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.