<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0103-6831</journal-id>
<journal-title><![CDATA[Estudos em Avaliação Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Est. Aval. Educ.]]></abbrev-journal-title>
<issn>0103-6831</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0103-68312024000100103</article-id>
<article-id pub-id-type="doi">10.18222/eae.v35.10946</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[LA EVALUACIÓN ESTANDARIZADA Y SUS EFECTOS EN LA EDUCACIÓN EN URUGUAY]]></article-title>
<article-title xml:lang="pt"><![CDATA[A AVALIAÇÃO PADRONIZADA E SEUS EFEITOS NA EDUCAÇÃO NO URUGUAI]]></article-title>
<article-title xml:lang="en"><![CDATA[STANDARDIZED ASSESSMENT AND ITS EFFECTS ON EDUCATION IN URUGUAY]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MUñIZ]]></surname>
<given-names><![CDATA[MARIANA SARNI]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BRUNO]]></surname>
<given-names><![CDATA[JOSé LUIS CORBO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de la República Uruguay  ]]></institution>
<addr-line><![CDATA[Montevideo ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de la República Uruguay  ]]></institution>
<addr-line><![CDATA[Maldonado ]]></addr-line>
<country>Uruguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>35</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312024000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312024000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312024000100103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo presenta una lectura crítica de las propuestas de evaluación estandarizada y sus efectos sobre los sistemas educativos del contexto evaluativo uruguayo. Se observa que la formación en evaluación en educación superior se acopla a las dinámicas del modelo productivo, filtrándose en la elaboración de los planes de estudios de su profesorado. Además, se señala que sus orientaciones encuentran correspondencia con una red de constelaciones de prácticas históricas que afectan los fondos y las formas de la evaluación en el curriculum de la educación básica y media. Concluye que la evaluación estandarizada promovida por los organismos internacionales en educación impacta en la evaluación local, con riesgos para las prácticas evaluativas sugeridas en los diseños curriculares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo apresenta uma leitura crítica das propostas de avaliação padronizada e seus efeitos nos sistemas educacionais no contexto avaliativo uruguaio. Observa-se que a formação em avaliação no ensino superior se ajusta às dinâmicas do modelo produtivo, influindo na elaboração dos planos de estudo de seu corpo docente. Além disso, indica- -se que suas orientações encontram correspondência com uma rede de constelações de práticas históricas que afetam os fundos e as formas da avaliação no currículo da educação básica e média. Conclui-se que a avaliação padronizada promovida pelos órgãos internacionais de educação impacta a avaliação local, com riscos para as práticas de avaliação sugeridas nos desenhos curriculares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article offers a critical analysis of standardized assessment proposals and their effects on educational systems within the evaluation context in Uruguay. It highlights that assessment training in higher education aligns with the dynamics of the productive model, influencing the design of teacher education curricula. Furthermore, it points out that the given orientations correspond to a network of historical practices that shape the foundations and forms of assessment in the curricula of primary and secondary education. The article concludes that the standardized assessments promoted by international education organizations impact local assessment practices, posing risks to the evaluative approaches recommended in curricular designs.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[EVALUACIÓN A GRAN ESCALA]]></kwd>
<kwd lng="es"><![CDATA[EVALUACIÓN EDUCACIONAL]]></kwd>
<kwd lng="es"><![CDATA[FORMACIÓN SUPERIOR]]></kwd>
<kwd lng="es"><![CDATA[URUGUAY.]]></kwd>
<kwd lng="pt"><![CDATA[AVALIAÇÃO EM LARGA ESCALA]]></kwd>
<kwd lng="pt"><![CDATA[AVALIAÇÃO EDUCACIONAL]]></kwd>
<kwd lng="pt"><![CDATA[ENSINO SUPERIOR]]></kwd>
<kwd lng="pt"><![CDATA[URUGUAI.]]></kwd>
<kwd lng="en"><![CDATA[LARGE-SCALE ASSESSMENT]]></kwd>
<kwd lng="en"><![CDATA[EDUCATIONAL ASSESSMENT]]></kwd>
<kwd lng="en"><![CDATA[HIGHER EDUCATION TRAINING]]></kwd>
<kwd lng="en"><![CDATA[URUGUAY.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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