Abstract
External evaluations have become essential policies for education policy makers, whose goal is quality Education based on school autonomy, accountability, and results-based management. The aim of this study is to analyse the context of external evaluations in Spain and the consequences of these policies with respect to equity. To this end, a Case Study is carried out in 2020 through two analysis strategies: semi-structured interviews and documentary analysis of the educational projects; and a review of the regulations in force during the course of the research. The results point to external evaluations as an instrument of control over the management team and the teaching staff. The conclusions point out that learning outcomes are placed at the centre of curricular designs, making them the priority of educational systems and aggravating inequalities.
external evaluation; minimum competences; accountability; learning outcome; equal opportunity