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This study aims to explore the linkage between accountability mechanisms and the Basic Education Assessment System (Saeb) in Brazil, seeking to analyze some lessons drawn from over 20 years of large-scale external assessments. The analysis focuses on the main reforms of the system, emphasizing the adoption of Item Response Theory, the creation of the Basic Education Development Index, and the introduction of contextual questionnaires. The text problematizes the limitations of technicist and punitive approaches to assessment and accountability, which tend to reinforce logics of control, ranking, and individual responsibility. It advocates for the need to reinterpret evaluation policies and accountability mechanisms from a formative perspective, guided by the guarantee of the right to quality and equitable education.

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Accountability Tools and Basic Education Assessment: Experiences from Brazil

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  • 发表日期：

    2026年

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  • Marilda Pasqual Schneider,
  • Camila Regina Rostirola

摘要

This study aims to explore the linkage between accountability mechanisms and the Basic Education Assessment System (Saeb) in Brazil, seeking to analyze some lessons drawn from over 20 years of large-scale external assessments. The analysis focuses on the main reforms of the system, emphasizing the adoption of Item Response Theory, the creation of the Basic Education Development Index, and the introduction of contextual questionnaires. The text problematizes the limitations of technicist and punitive approaches to assessment and accountability, which tend to reinforce logics of control, ranking, and individual responsibility. It advocates for the need to reinterpret evaluation policies and accountability mechanisms from a formative perspective, guided by the guarantee of the right to quality and equitable education.