About school's evaluation and its ethics

Abstract

This article presents a reflection and discussion on the relationship that is combined and overlapped between the task of school's evaluations and the ethical position that exist among the different actors involved in the act of assessing itself. To do this, a qualitative research was proposed that considered important theoretical authors and discussed the evaluative designs of thirty-two elementary and secondary schools, using matrix analysis. Among the most important findings of the research are; the directly proportional relationship that exists between an accurate assessment exercise and the ethical stance that possess the educational agents engaged in this practice, the need to continue re-semanticising, and the genesis and the teleology of the school's evaluation. In is also concluded that the assessment systemic approach must be promoted and that assessment results must be transformed into a learning opportunity.