{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2022,4,3]],"date-time":"2022-04-03T16:04:02Z","timestamp":1649001842705},"reference-count":30,"publisher":"FapUNIFESP (SciELO)","issue":"119","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Educ. Soc."],"published-print":{"date-parts":[[2012,6]]},"abstract":"<jats:p>Desde o in\u00edcio do s\u00e9culo XXI deparamo-nos com uma onda crescente na implementa\u00e7\u00e3o de sistemas de avalia\u00e7\u00e3o educacional que t\u00eam como prop\u00f3sito a responsabiliza\u00e7\u00e3o - presta\u00e7\u00e3o de contas (accountability) -, com consequ\u00eancias directas ao n\u00edvel das escolas e dos professores (high-stakes). Assistimos a desenvolvimentos muito r\u00e1pidos, quer em termos da influ\u00eancia da avalia\u00e7\u00e3o educacional na defini\u00e7\u00e3o de pol\u00edticas p\u00fablicas, quer na sua aplica\u00e7\u00e3o para a avalia\u00e7\u00e3o destas pol\u00edticas. Neste contexto, o uso do conceito de valor acrescentado em educa\u00e7\u00e3o \u00e9 consensualmente aceite. O artigo apresenta algumas reflex\u00f5es sobre aspectos da sua operacionaliza\u00e7\u00e3o e uso, trazendo \u00e0 li\u00e7a temas tais como a escolha do modelo, resultados escolares, caminhos para a apropria\u00e7\u00e3o pela comunidade educativa. Adicionalmente, descrevem-se exemplos onde o uso inapropriado de indicadores de desempenho teve consequ\u00eancias imprevistas e adversas para a educa\u00e7\u00e3o.<\/jats:p>","DOI":"10.1590\/s0101-73302012000200007","type":"journal-article","created":{"date-parts":[[2012,8,15]],"date-time":"2012-08-15T10:37:32Z","timestamp":1345027052000},"page":"455-469","source":"Crossref","is-referenced-by-count":4,"title":["Avalia\u00e7\u00e3o educacional e modelos de valor acrescentado: t\u00f3picos de reflex\u00e3o"],"prefix":"10.1590","volume":"33","author":[{"given":"Maria Eug\u00e9nia","family":"Ferr\u00e3o","sequence":"first","affiliation":[{"name":"Universidade da Beira Interior,  Portugal"}]}],"member":"530","reference":[{"key":"ref1","series-title":"International handbook of educational evaluation","first-page":"189","volume-title":"Evaluation utilization: introduction","author":"Alkin M.C.","year":"2003"},{"issue":"5","key":"ref2","doi-asserted-by":"crossref","first-page":"643","DOI":"10.1080\/03054980701366306","article-title":"What should an index of school segregation measure?","volume":"33","author":"Allen R.","year":"2007","journal-title":"Oxford Review of Education"},{"issue":"1","key":"ref3","first-page":"33","article-title":"Good education in an age of measurement: on the need to reconnect with the question of purpose in education","volume":"21","author":"Biesta G.","year":"2009","journal-title":"Educational Assessment"},{"issue":"1","key":"ref4","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1111\/j.1467-985X.2004.00333.x","article-title":"Performance indicators: good, bad, and ugly","volume":"168","author":"Bird S. 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