摘要：This article approaches the school evaluation according to historical and epistemological assumptions and the strategies inserted from its genesis to its application in the context of the contemporary school. The analysis is based on a historical narrative that contextualizes the concept of evaluation and its meaning as practices established from the beginning of humanity, such as its possible origin in China. We report the construction of new meanings for evaluation and its constitution as a stage in the educational process. In addition to the qualitative assignments, the evaluative course that culminates in the development of quantification forms, explained in the docimology, content orientation psychometry and in the intellectual quotient (IQ) analysis, is reported.
