In this paper we present a selection of results from the investigation “National and international evaluations as policies for improvement in Spanish education within the European context”, funded by Autonoma University of Madrid’s 2^nd competitive call for Multidisciplinary Research Projects. This research project aims to answer two key questions: (a) are external evaluations a tool to improve education in Spain? And (b) how do teachers value the processes applied for implementing external evaluation devices and their effects?

External tests have been applied for decades, but it can be stated that, in the current context of globalisation, new senses have arisen or been strengthened in relation to them (Dale, 1999; Monarca, 2015; Tarabini and Bonal, 2011). In any case, even though there is usually a consensus on the need to set up evaluation systems at government level (Tiana, 1996a; Eurydice, 2010), there are disagreements on their nature, implementation and impact concerning schools and actual education practices (Fullan, 2006; Nichols & Berliner, 2007; Monarca, 2012; O´Neill, 2013; Ozga, 2009; Stobart, 2008).

In this regard, the literature on this topic reflects a debate at both theoretical and practical levels, related to the following issues, among others:

1. The aim of national tests. Two aims are usually identified (Tiana, 1996b): tests are administered (a) to certify performance or the competences acquired at the end of a process and to make decisions on the basis of results; and (b) to generate improvement-oriented knowledge to better the education system: policies, schools, teaching, etc. (Boudett et al., 2005); nevertheless, this last objective is a matter of great controversy due to the fact that it is many times limited or even absent (Nichols and Berliner, 2007; Román and Murillo, 2009; Stobart, 2008). On the other hand, it is necessary to take into account that, according to certain interpretative frameworks, external evaluations have non-explicit objectives concerning regulation, control and persuasion.

2. The content and characteristics of these tests. In this case the debate turns around the relevance of contents, their contextualisation, the kind of cognitive functions they promote, their frequency, what they really measure, etc.

3. Their impact on education, the curriculum and teaching. Experts have put forward that external evaluations have a series of effects on the development of the curriculum in general, on particular aspects of teaching and on the configurations of the representations of quality in education (Nichols and Berliner, 2007; Abrantes, 2010; Ozga, 2009). In the literature, we have identified the following effects: they alter the conception of curriculum and teaching as something integral and comprehensive, they modify the use of school time, they favour summative evaluation to the detriment of formative evaluation, they promote competition among schools, etc.

4. The use of tests’ results and control and monitor of quality in education. This topic has two main lines of reasoning: one line is linked to the use of results in relation to improvement in education as a central argument for governments. The other refers to usage in relation to control, regulation and persuasion. In both cases it is necessary to take into account the way in which results are published, both by the government and the media (Figazzolo, 2009).

5. The explicit or implicit conceptions of external evaluations in general and in particular tests. This issue cuts across the others and is related to the interpretative frameworks underlying the topic of external evaluations.

The aim of this study is to get to know the perceptions and valuations of teachers and school managing teams in the different Comunidades Autónomas (Spanish administrative regions) concerning the processes of external evaluation and in relation to these five issues.

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