The purposes of this research were to explore the application situation and the implementation difficulty of the consumers' perspective on the evaluation of elementary school in Kaohsiung, and to know the different background personnel¡¦s comments about the consumers' perspective on the evaluation of elementary school. Finally , according to the findings, this research proposed the concrete suggestions, providing references to the educational administration institute and the elementary schools. In order to achieve the research goals, the literature review was conducted to understand the contents, meanings and current practice of elementary school evaluation. Next, a questionnaire was designed by the researcher to collect and analyze local elementary school educators¡¦ views about the whole as well as each domain of school evaluation. A sample of 800 educators of elementary schools in Kaohsiung were randomly chosen to fill in the questionnaires. 557 questionnaires were effective. Statistical methods including percentage, mean, t-test, one-way ANOVA and Scheffè were adopted. Last, semi-structured interviews were given to six academic supervisors of elementary school educators. Based on analysis of the data obtained, conclusions of the study were as follows: 1. The whole application situation of the consumers' perspective on the evaluation of elementary School in Kaohsiung was good, especially in the stage on need-appraisal, but the stage of meta-evaluation was low. 2. Members of the evaluation committee were not able to understand the situation thoroughly of the school affairs and the present developing situation. 3. School personnels were worried about the result report of the evaluation, that might cause the effect of ¡§labelling¡¨. 4.The result utilization and the accuracy and feasibility of the present school evaluation were met low-degree application of the connotation on the consumers' perspective on the evaluation. 5.The agreement degree level of the administrative teachers was higher than non-administrative teachers on the stages of school- management, need-appraisal,process-evaluation,and feedback-mechanism. 6. The personnels of the small-scale schools expressed the anxiety that they had insufficient professional ability on self-evaluation. 7. The opinions of administrative teachers emphasized that school evaluation always focused on document examination, unable to achieve effectively the evaluation goals. 8.During the evaluation, the interview was unable to reflect the opinions of the all.

This is a case study of how Tshwane University of Technology is implementing quality assurance of its academic programmes in accordance with the requirements of the Higher Education Quality Committee. The focus of the study is on the activities of the central quality unit, the Directorate of Quality Promotion (DQP) regarding the evaluation of its programme evaluations. This is akin to a question raised regarding parliamentary procedures, not long ago when the Auditor General appeared before the parliamentary committee on public accounts. The question was ‘Who is auditing the Auditor General?’ Before this question could be asked at TUT, a strategic decision was taken by the current director of the DQP regarding what the directorate needed to do in achieving leadership in this regard. An introductory description is made of the current curriculum development practices within the new educational dispensation. The statutory roles of the Department of Education, the South African Qualifications Authority&the Higher Education Quality Committee in this process are described. This is followed by an explanation of the new programme outlay within outcomes-based education. In offering a theoretical framework for the study various evaluation models are treated, and the CIPP evaluation model is adopted for this study. The research design for the study is allied to a literature-based model by Brinkerhoff, et. al. This is a six step framework for conducting meta-evaluation. The qualitative data analysis takes the form of evaluating the evaluation against thirty International Evaluation Standards of the Joint Committee on Standards for Educational Evaluation. These standards are sub-divided into the following categories, namely, utility, feasibility, propriety and accuracy standards. The study concludes that conducting a meta-evaluation for programme reviews has the potential to expose strengths and weaknesses of quality assurance practice. / Dissertation (MEd (Assessment and Quality Assurance in Education and Training))--University of Pretoria, 2007. / Curriculum Studies / MEd / unrestricted

Yes / Living in an area with high levels of child poverty predisposes children to poorer mental and physical health. ActEarly is a 5-year research programme that comprises a large number of interventions (>20) with citizen science and co-production embedded. It aims to improve the health and well-being of children and families living in two areas of the UK with high levels of deprivation; Bradford in West Yorkshire, and the London Borough of Tower Hamlets. This protocol outlines the meta-evaluation (an evaluation of evaluations) of the ActEarly programme from a systems perspective, where individual interventions are viewed as events in the wider policy system across the two geographical areas. It includes investigating the programme's impact on early life health and well-being outcomes, interdisciplinary prevention research collaboration and capacity building, and local and national decision making. The ActEarly meta-evaluation will follow and adapt the five iterative stages of the 'Evaluation of Programmes in Complex Adaptive Systems' (ENCOMPASS) framework for evaluation of public health programmes in complex adaptive systems. Theory-based and mixed-methods approaches will be used to investigate the fidelity of the ActEarly research programme, and whether, why and how ActEarly contributes to changes in the policy system, and whether alternative explanations can be ruled out. Ripple effects and systems mapping will be used to explore the relationships between interventions and their outcomes, and the degree to which the ActEarly programme encouraged interdisciplinary and prevention research collaboration as intended. A computer simulation model ("LifeSim") will also be used to evaluate the scale of the potential long-term benefits of cross-sectoral action to tackle the financial, educational and health disadvantages faced by children in Bradford and Tower Hamlets. Together, these approaches will be used to evaluate ActEarly's dynamic programme outputs at different system levels and measure the programme's system changes on early life health and well-being. This meta-evaluation protocol presents our plans for using and adapting the ENCOMPASS framework to evaluate the system-wide impact of the early life health and well-being programme, ActEarly. Due to the collaborative and non-linear nature of the work, we reserve the option to change and query some of our evaluation choices based on the feedback we receive from stakeholders to ensure that our evaluation remains relevant and fit for purpose. / This work was supported by the UK Prevention Research Partnership (MR/S037527/1), which is funded by the British Heart Foundation, Cancer Research UK, Chief Scientist Office of the Scottish Government Health and Social Care Directorates, Engineering and Physical Sciences Research Council, Economic and Social Research Council, Health and Social Care Research and Development Division (Welsh Government), Medical Research Council, National Institute for Health Research, Natural Environment Research Council, Public Health Agency (Northern Ireland), The Health Foundation and Wellcome.

本研究旨在瞭解新北市國民中小學校長評鑑之實施現況，並探討已參與「新北市國民中小學校長評鑑規劃及試辦計畫第一階段至第三階段」之受評校長，對校長評鑑實施現況之看法，進而檢核該評鑑符合人事評鑑後設評鑑四大標準-「適切性」、「效用性」、「可行性」及「精確性」之程度，最後歸納分析作成結論，並提出具體建議。 本研究採問卷調查法，以「新北市國民中小學校長評鑑之後設評鑑研究調查問卷」為研究工具，針對已參與「新北市國民中小學校長評鑑規劃及試辦計畫第一階段至第三階段」之68位學校校長為問卷調查對象，共寄出36份正式施測問卷，回收有效問卷共31份，以獨立樣本t考驗及單因子變異數分析進行統計。此外，本研究亦採取個案訪談法，以「新北市國民中小學校長評鑑之後設評鑑研究訪談大綱」為研究工具，針對已參與「新北市國民中小學校長評鑑規劃及試辦計畫第一階段至第三階段」之受評校長及評鑑規劃小組成員進行訪談，共計3人，以期深入瞭解新北市實施國民中小學校長評鑑之現況。 依據研究目的、綜合文獻探討、問卷調查分析及個案訪談結果，整理歸納本研究結果如下： 一、北市實施國民中小學校長評鑑在各層面均獲得認同，以適切性層面表現最佳，其次依序為精確性、可行性及效用性層面。 二、「學歷」變項在「適切性」層面具有顯著差異，碩士學歷之受評校長認同程度較高。 三、「學歷」變項在「效用性」層面具有顯著差異，碩士學歷之受評校長認同程度較高。 四、「學歷」變項在「可行性」層面具有顯著差異，碩士學歷之受評校長認同程度較高。 五、「學歷」及「學校規模」變項在「精確性」層面具有顯著差異，碩士學歷之受評校長認同程度較高。 六、新北市實施國民中小學校長評鑑尚屬可行，惟在評鑑計畫反映社會大眾期待、評鑑結果運用、回饋建議符合學校個殊性、評鑑過程兼顧量化及質性資料蒐集等方面可再加強。 七、新北市實施國民中小學校長評鑑能真實反應校長辦學情形，最有幫助之處在於協助校長檢視個人辦學優劣。 最後，本研究針對教育行政機關及未來研究提出具體建議。 關鍵字：校長評鑑、後設評鑑、後設評鑑標準 / The purpose of this research is to realize the implement status of elementary school and junior high school principal evaluation in New Taipei City, and to explore the elementary school and junior high school principals’ opinions on this evaluation. By examining the degree of the propriety, utility, feasibility, and accuracy dimension this evaluation gets, suggestions in accordance with the result of the research are made for improvements. The study adopted questionnaire survey, and the tool was “Questionnaire of meta-evaluation of elementary school and junior high school principal evaluation in New Taipei City”. The research subjects were elementary school and junior high school principals who participated the first stage to the third stage elementary school and junior high school principal evaluation in New Taipei City were surveyed. A total of 36 questionnaires were distributed; 31 valid returned ones were analyzed. Statistical techniques used include t-tests and one-way ANOVA. An interview research was also adopted in this study. 2 principals and 1 faculty who participated the first stage to the third stage elementary school and junior high school principal evaluation in New Taipei City were selected in order to get more information about the evaluation. According to the findings of the research, conclusions were summarized as followings: 1.The principal evaluation of elementary school and junior high school is approved in the propriety, utility, feasibility, and accuracy dimension. The propriety dimension gets the highest scores, followed by accuracy, feasibility, and utility dimension. 2.In the propriety dimension, there is 1 significant difference in the educational background. Master of education principals have higher agreement. 3.In the utility dimension, there is 1 significant difference in the educational background. Master of education principals have higher agreement. 4.In the feasibility dimension, there is 1 significant difference in the educational background. Master of education principals have higher agreement. 5.In the accuracy dimension, there are 2 significant differences in the educational background and the number of school classes. Master of education principals have higher agreement. 6.It’s feasible to implement the principal evaluation of elementary school and junior high school in New Taipei City, but it should be strengthened in the evaluation plan reflects community expectation, evaluation finding uses, the proposal of evaluation reporting is consistent with the different schools’ characteristics. Evaluation process taking into account the qualitative and quantitative data collection. 7.The principal evaluation of elementary school and junior high school in New Taipei City can truly reflects principals’ managing performance. The most helpful thing is to assist principals who examine their merits and shortcomings. Finally, the study provides suggestions to the administrative department and future researchers as reference resources. Key words：principal evaluation；meta-evaluation；meta-evaluation standards

This thesis makes two significant contributions to the advancement of knowledge within crime prevention. The first of these is to evaluate the success of repeat victimisation prevention interventions. Interventions across four crime types are assessed herein, and the context-mechanisms-outcome configurations examined. The second contribution of this thesis is to assess two techniques of meta-evaluation: systematic reviews and realist syntheses. Each of these techniques is used in turn to assess the repeat victimisation prevention interventions. The contribution of each technique to the knowledge pool is then discussed, and the question of whether they are complementary or contradictory approaches answered. The thesis is framed in the context of evolutionary epistemology, which is the philosophy underpinning both approaches to meta-evaluation addressed herein. The thesis starts, with an examination of: firstly, how the evaluation methods in question have evolved, and the background to their scientific worth; and secondly, how situational crime prevention measures have evolved over time. The thesis then examines the two competing approaches for their contribution to the evaluation ecosystem by using both to assess repeat victimisation prevention interventions. Finally, the last section poses the question of whether it is survival of the fittest, or whether co-existence or adaptation could be the key to survival for these two meta-evaluative methodologies. Repeat victimisation prevention is revealed as an effective way of reducing crime, with a need for further research to apply the principle across further crime types. A requirement is identified for a greater breadth and depth of information to be included in future crime prevention evaluations. The systematic review is shown to be a useful way of assessing the overall effectiveness of the interventions, whilst the realist synthesis fills in the detail of why some interventions work and others fail. It is concluded that both approaches to meta-evaluation have useful contributions to make, and that a third way incorporating the best elements from each method should be developed.

As mudanÃas ocorridas no campo da saÃde atravÃs do desenvolvimento de tecnologias, envelhecimento das populaÃÃes, crises das finanÃas torna as avaliaÃÃes um importante mecanismo para responder Ãs necessidades de informaÃÃo dos responsÃveis pelas decisÃes. Da mesma forma que a avaliaÃÃo se faz necessÃria, avaliar a avaliaÃÃo tambÃm pode auxiliar nas tomadas de decisÃes no campo da saÃde. Diante disso esta DissertaÃÃo tem por finalidade realizar a Meta-AvaliaÃÃo do Programa de Melhoria do Acesso e Qualidade da AtenÃÃo BÃsica (PMAQ-AB) que possui em uma de suas fases a AvaliaÃÃo Externa. Para isso foi utilizado os padrÃes meta avaliativos do Joint Comittee (1994), que sÃo: Utilidade, Viabilidade, Propriedade e PrecisÃo. AtravÃs desses padrÃes a pesquisa tem o intuito de observar se o PMAQ-AB possui tÃcnicas que respondem a uma avaliaÃÃo coerente, dentre elas, se responde Ãs necessidades de informaÃÃo dos envolvidos (UTILIDADE), se o PMAQ-AB foi planejado evitando-se o desperdÃcio de recursos (VIABILIADE), se protegem os direitos dos sujeitos envolvidos e afetados pela avaliaÃÃo (PROPRIEDADE), se produz e revela uma informaÃÃo exata e confiÃvel (PRECISÃO). Para responder tais questionamentos foi elaborado um questionÃrio que foi respondido por profissionais que fazem parte do programa, dentre eles, quatro mÃdicos, sete enfermeiros, cinco tÃcnicos em Enfermagem, trÃs auxiliares de SaÃde Bucal, trÃs dentistas e dezessete agentes ComunitÃrios de SaÃde no perÃodo de fevereiro a maio de 2015. Os mÃdicos, dentistas e ASB nÃo qualificaram com notas muito boas o programa. JÃ os enfermeiros, TÃcnicos em Enfermagem e Agentes ComunitÃrios de SaÃde qualificaram o Programa como BOM e MUITO BOM. ApÃs a junÃÃo de todas as categorias profissionais a pesquisa mostrou que a maioria dos profissionais considera o PMAQ-AB aceitÃvel nos padrÃes UTILIDADE e PROPRIEDADE, e satisfatÃrio nos padrÃes VIABILIDADE e PRECISÃO. O PMAQ- AB, de um modo geral, atendeu aos critÃrios de uma avaliaÃÃo coerente. / The changes in the field of health through the development of technologies, aging populations, finance crisis makes assessments an important mechanism to address the information needs of decision makers. Just as the evaluation is needed to assess the evaluation can also assist in decision making in the health field. Thus this Master aims to carry out the Meta-Evaluation of Access Improvement Programme and Quality of Primary Care (PMAQ-AB) that has in one of its phases the External Evaluation. For this we used the evaluative goal of the Joint Comittee standards (1994), which are: utility, feasibility, property and accuracy. By these standards the research aims to observe the PMAQ-AB has techniques that respond to a coherent assessment, among them, it responds to stakeholder information needs (UTILITY) if the PMAQ-AB was planned to avoid it waste of resources (VIABILIADE), to protect the rights of those involved and affected by the evaluation (PROPRIETARY), produces and shows an accurate and reliable information (PRECISION). To answer these questions we designed a questionnaire that was answered by professionals who are part of the program, including four doctors, seven nurses, five technicians in Nursing, three oral health aids, three dentists and seventeen Community Health agents in the period February to May 2015. the doctors, dentists and ASB did not qualify with very good grades the program. Already nurses, technicians Nursing and Community Health Agents described the program as GOOD and VERY GOOD. After uniting all professional categories research has shown that most professionals consider the PMAQ-AB acceptable standards in UTILITY and PROPERTY, and satisfactory in FEASIBILITY and ACCURACY standards. The PMAQ- AB, in general, met the criteria for a coherent assessment.

No description available.

本研究旨在建構大學系所自我評鑑之後設評鑑指標－以JCSEE方案評鑑標準為基礎，並提出結論與建議，以供大學實施系所自我評鑑之參考。 研究方法上，先以文獻分析初擬出大學系所自我評鑑之後設評鑑指標，接著以專家問卷進行指標的刪修和確定，再利用模糊德菲術問卷整合專家學者對指標重要性之看法，最後以歸一化方式求得各指標的權重，完成我國大學系所自我評鑑之後設評鑑指標。根據研究之結果與分析，歸納主要結論如下： 一、本研究建構之大學系所自我評鑑之後設評鑑指標，計有五大類，三十個標準，六十項指標。 二、參考「JCSEE方案評鑑標準」建構大學系所自我評鑑之後設評鑑指標，其方法可行。 三、本研究建構之大學系所自我評鑑之後設評鑑五大類標準中，以「適切性標準」較為重要。 四、大學系所自我評鑑之後設評鑑各類別標準中，分別以「有意義的過程和結果」、「脈絡的可行性」、「回應與包容導向」、「可靠的資訊」、「評鑑檔案化」較重要。 最後，本研究根據研究結果，提出相關建議，俾供教育主管機關、大學系所以及後續研究之參考。 / The purpose of the study is to construct of meta-evaluation indicators of university departmental self-evaluation - based on the JCSEE program evaluation standards, in order to provide conclusions and suggestions for the university to implement the departmental self-evaluation. According to the research methods, first, through the analysis of literature review, it preliminarily develops the meta-evaluation indicators of university departmental self-evaluation. Second, the expert’s questionnaires modified the preliminary indicators. Third, by using the Fuzzy Delphi questionnaire about important indicators evaluated by experts are integrated. Final, normalization of fuzzy number’s total score determined the weight of each indicator, establishing the meta-evaluation indicators of university departmental self-evaluation. The main conclusions follow: 1. The meta-evaluation indicators of university departmental self-evaluation consist with five major categories, 30 standards, 60 indicators in total. 2. The method is feasible that constructing the meta-evaluation indicators of university departmental self-evaluation based on the JCSEE program evaluation standards. 3. The meta-evaluation indicators of university departmental self-evaluation consist of five major categories, the ‘propriety standards’ is the most important. 4. The meta-evaluation indicators of university departmental self-evaluation consists with 30 standards, ‘meaningful processes and products’ in utility standards, ‘contextual viability’ in feasibility standards, ‘responsive and inclusive orientation’ in propriety standards, ‘valid information’ in accuracy standards, and ‘evaluation documentation’ in evaluation accountability standards are the most important. In conclusion, the findings and results in the hope of providing suggestions for educational administrative institutions, university departments, and future studies.

本研究旨在瞭解臺中市國民小學校長辦學績效評鑑之實施現況，並探討國民小學教育人員對校長辦學績效評鑑的看法，進而檢核該評鑑符合後設評鑑標準「適當性」、「效用性」、「可行性」與「精確性」之程度，最後最後依結論提出具體建議。 本研究採問卷調查法，以「臺中市國民小學校長辦學績效評鑑之後設評鑑調查問卷」為研究工具，針對參與臺中市九十七學年度至九十九學年度第一學期「臺中市高級中等以下學校校長辦學績效評鑑實施計畫」之學校教育人員為問卷調查對象，共寄發180份問卷，回收有效問卷共159份，以t考驗與單因子變異數分析進行統計分析。此外，亦採取專家訪談法，以「臺中市國民小學校長辦學績效評鑑之後設評鑑訪談大綱」為研究工具，針對參與臺中市九十七學年度至九十九學年度第一學期「臺中市高級中等以下學校校長辦學績效評鑑實施計畫」之校長為研究對象進行訪談工作，共計3位校長，以期深入瞭解臺中市實施校長辦學績效評鑑之現況。 綜合文獻探討與研究結果之發現，歸納可得研究結論如下： 一、 臺中市校長辦學績效評鑑在各層面均獲得認同，以適當性層面表現最佳，其次依序為可行性、精確性與效用性層面。 二、 性別、年齡與職務在適當性層面具有顯著差異，男性、資深教育人員與非校長職之教育人員認同度較高。 三、 性別、年齡與職務在效用性層面具有顯著差異，男性、資深教育人員與非校長職之教育人員認同度較高。 四、 年齡與職務在可行性層面具有顯著差異，資深教育人員與主任認同度較高。 五、 性別、年齡與職務在精確性層面具有顯著差異，男性、資深教育人員與主任認同度較高。 六、 校長辦學績效評鑑之作法可行，惟在評鑑之人員可信度、報告功能性、結果運用、客觀性、資訊辯護性、追蹤輔導等方面可加以改進。 七、 校長辦學績效評鑑能真實反應校長辦學情形，最有幫助之處在於藉由檢視歷年辦學成果有助提升辦學績效。 最後，本研究針對教育行政主管機關、學校與後續研究提出具體建議。 / entary school faculties’ opinions on this evaluation. By examining the degree of the propriety, utility, feasibility, and accuracy dimension this evaluation gets, suggestions in accordance with the result of the research are made for improvements. Elementary school faculties whose schools participated in the evaluation of elementary school principals’ managing performance in Taichung City in the academic years of 2008 to 2010 were surveyed. A total of 180 questionnaires were distributed; 159 valid returned ones were analyzed. Statistical techniques used include t-tests and one-way ANOVA. An interview research was also adopted in this study. 3 principals participating in the evaluation of elementary school principals’ managing performance in Taichung City in the academic years of 2008 to 2010 were selected in order to get more information about the evaluation. According to the findings of the research, conclusions were summarized as followings: 1. The evaluation of elementary school principals’ managing performance is approved in the propriety, utility, feasibility, and accuracy dimension. The propriety dimension gets the highest scores, followed by feasibility, accuracy and utility dimension. 2. In the propriety dimension, there are significant differences in the gender, age and current position. Male, senior, and non-principal school faculties have higher agreement. 3. In the utility dimension, there are significant differences in the gender, age and current position. Male, senior, and non-principal school faculties have higher agreement. 4. In the feasibility dimension, there are significant differences in the age and current position. Senior school faculties and school directors have higher agreement. 5. In the accuracy dimension, there are significant differences in the gender, age and current position. Male, senior school faculties and school directors have higher agreement. 6. It’s feasible to implement the evaluation of elementary school principals’ managing performance, but it should be strengthened in the evaluators’ reliability, functional reporting, finding uses, objectivity, defensible information, and track and assistance. 7. The evaluation of elementary school principals’ managing performance can truly reflect principals’ managing performance. The most helpful thing is to enhance the managing performance by reviewing the school achievement every year. Finally, the study provides suggestions to the administrative department and future researchers as reference resources.

Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-04-30T13:31:40Z No. of bitstreams: 1 Lys Dantas.pdf: 2481589 bytes, checksum: 0638200d48961fe6bc9679c5d3daeebb (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-11T18:31:27Z (GMT) No. of bitstreams: 1 Lys Dantas.pdf: 2481589 bytes, checksum: 0638200d48961fe6bc9679c5d3daeebb (MD5) / Made available in DSpace on 2013-06-11T18:31:27Z (GMT). No. of bitstreams: 1 Lys Dantas.pdf: 2481589 bytes, checksum: 0638200d48961fe6bc9679c5d3daeebb (MD5) Previous issue date: 2009 / Esse estudo investigou as contribuições de políticas de avaliação educacional, quando implementadas em larga escala, para as escolas públicas. Escolheu como foco a política de Avaliação da Aprendizagem (AA), implementada pelo Governo do Estado da Bahia junto às redes estadual e municipais (parceiras do Estado) no período de 1999 a 2004 (com primeira aplicação de provas em 2001). Entendeu como contribuições o conjunto de elementos de Utilidade e Uso. Para tanto, adaptou os sete indicadores da categoria Utilidade do modelo de meta-avaliação do JCSEE e do checklist decorrente elaborado por Stufllebeam (1999) e incluiu, no modelo adaptado, um indicador para a percepção de utilidade (U8). Dentre os 66 itens verificadores dos sete indicadores da categoria Utilidade (U1 a U7), 44 foram observados na AA (67%), o que apontava para uma probabilidade média a alta de concretização do uso, reforçada por uma percepção de utilidade da AA relatada pelas escolas (U8). A partir da discussão sobre usos instrumentais e conceituais, este trabalho propôs uma segunda categoria de análise: Uso. Inicialmente, focalizou o uso dos resultados da avaliação para a tomada de decisões (uso instrumental clássico), buscando relatos de usos feitos pelas escolas públicas, encaminhados à equipe central da avaliação por meio dos Relatórios do Diretor (RD). Expandiu a consulta sobre usos para além dos resultados, incluindo outros elementos da avaliação. Estes se mostraram mais freqüentes, como o uso das matrizes de referências. Por essa razão, advoga-se aqui a ampliação da noção de uso instrumental para além dos resultados. Em seguida, voltou-se para o atingimento dos objetivos da política, na busca por uma relação entre o uso e a finalidade da política, lançando mão das variações nas taxas oficiais (aprovação, reprovação, abandono e proficiência em português e em matemática). Por fim, o estudo buscou relatos de usos conceituais, fundamentais para o entendimento de como uma política de avaliação pode afetar seus stakeholders. Em especial, os resultados da pesquisa mostraram o efeito da AA para o compartilhamento de uma visão sobre a realidade de ensino, sendo este o uso conceitual mais relatado, de maneira positiva, pelas escolas. Respeitados os limites da não representatividade dos respondentes e de uma possível ritualização nas respostas das escolas, os achados apontaram para um uso real da avaliação, com efeito no desempenho do alunado da 4ª série tanto em Português quanto em Matemática. Para finalizar, foi feita uma reflexão sobre a relação entre uso e o atingimento da finalidade da política de avaliação. Diferente do que possa parecer, tal relação não é direta ou linear. Propõe-se aqui que a discussão a ser feita, em lugar de estar focada sobre uso x não uso, deveria ser concentrada em análises sobre se os usos feitos contribuem ou não para a melhoria da qualidade da educação. / Salvador