School evaluation processes have been established in, and generalized to, the majority of European countries, assuming diverse characteristics and following different orientations (Faubert, 2009).  Some countries have developed their own models for school evaluation, while others have adopted, and adapted, evaluation frameworks already established.  Also, European countries have opted for different modalities for their school evaluation processes. Some opted for external school evaluation processes, others have focused on internal school evaluation processes (self-evaluation), and others choose to develop both modalities, aiming for a complementarity between them (Faubert, 2009).

The spreading of school evaluation is directly linked with current theoretical discourses and international political recommendations appealing for the implementation of such processes, which are drivenby: 1) the concerns and the need to increase the quality of the educational service provided in Europe, and consequently, to improve European educational systems (Figueroa, 2008; Grek, et al, 2009; Commission of the European Communities, 2001; OECD, 2011; Commission of the European Communities, 2007; Alaíz, 2003); and 2) the belief that evaluation can have significant impacts on schools functioning, being a valuable tool for diagnosis, for identifying key aspects – both positive and/or negative –, and for designing a development strategy (Reezigt & Creemers, 2005; Plowright, 2007; Sun, Creemers & Hong, 2007; Campbell & Levin, 2009; Coe, 2009; Hofman, Dijkstra & Hofman, 2009; Campbell & Levin, 2009; Coe, 2009). It is also important to stress that the concerns with educational quality are the result of a globalized and competitive world, in constant evolution, which demands better responses to the increasing challenges (Commission of the European Communities, 2001; European Union Council, 2009). The above referred arguments justify the increasing establishment of school evaluation processes in European nations, in the last decade.

Regardless of the school evaluation modality in question, it is always a process that interferes with schools’ natural daily routine (Finnigan & Gross, 2007; Ehren & Visscher, 2008). This interference has direct impacts, positive or negative, in all levels of school work, from the general management and leadership, to the classroom practices. Such impacts cannot be left unexplored, especially considering the pressure addressed to schools to become better, to reach better outcomes, and to autonomously improve their functioning. Therefore, to effectively understand the impacts of school evaluation processes in school life, it is necessary to take into consideration the opinions of the main actors involved in such processes: teachers, headmasters, and other school population members.

Focusing the attention on what school agents experience during evaluations, and on their perspectives on school evaluation processes and impacts on schools’ functioning, it is possible to reach a, somewhat, meta-evaluation of the evaluation process itself. That is, it becomes possible to identify main strengths, flaws and outcomes, and improve school evaluation in order for it to meet its goals. European countries with a school evaluation culture already established, such as Portugal, England, Scotland, Denmark, among others, constitute appropriate examples for deepening this knowledge.

Following this line of thought, this presentation aims to shed some light on the subject of school evaluation. Specifically, this presentation aims to: 1) understand the perspectives of school agents on the subject of school evaluation (both external and self-evaluation); 2) identify the main positive outcomes of school evaluation processes (both external and self-evaluation), from the point of view of school agents; 3) identify the main negative outcomes of school evaluation processes (both external and self-evaluation), from the point of view of school agents.

Based on data gathered in two Portuguese schools, this presentation will present the main impacts, strengths and flaws of school evaluation processes, as identified by the schools’ headmasters, self-evaluation teams and teachers.

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