PERFORMANCE ON STANDARDIZED TESTS AND SCHOOL REALITY: A NECESSARY DIALOGUE

Abstract

This study investigated the relationship between student performance on standardized tests and the reality of schooling, with the aim of analyzing whether these tests truly reflect the quality of education or whether they generate a false sense of improvement. The research was conducted through a bibliographic review, with a qualitative approach, based on academic articles, books and dissertations relevant to the subject. The results indicated that standardized tests do not capture the full complexity of learning, often masking socioeconomic and structural inequalities present in schools. In addition, it was observed that public assessment policies, by prioritizing these tests, end up directing the curriculum and pedagogical practices in a restrictive way, limiting the integral development of students. The study also pointed out that social and economic inequalities influence test results, making it difficult to accurately assess educational quality. As an alternative, formative assessments were discussed, which allow monitoring of student progress in a continuous and personalized manner, promoting inclusive and diverse education. The final considerations highlighted the need for a broad assessment model that takes into account educational diversity and the real conditions of schools, in addition to suggesting new research on the impact of inequalities on pedagogical practices and school management.