摘要：DOI: http://dx.doi.org/10.14244/19827199904 This study aims to reflect on the possible relations between educational policy and assessment by restoring the path of education policies and their historical context, mainly in the post 90's. Considering the centrality of assessment in current policies, we are encouraged to understand some theoretical and conceptual frameworks that allow us to think about assessment, because this field is recognized as important for teachers, managers and educational professionals aiming at the improvement of educational and assessment practices, once such ideas tend to develop and materialize in the school context at a macro level. This is a qualitative research which uses bibliographic and documental data as a methodological procedure. It is known that the educational research field has been claiming for a more democratic education; however, assessment practices may be in contradiction with this proposal, which suggests the need to understand their value in the educational process, as well as the theoretical bases that indicate the educational assessment related to transformative and critical practices. Keywords: Educational policy, Educational assessment, Assessment practices.
