Abstract
Primarily in this article, the Secondary Education Student Evaluation General Framework during the last two decades is outlined, focusing on the formal assessment styles and techniques. Furthermore, the long-discussed issue of the so-called “Progressive Difficulty Tests Repository” is critically approached, followed by a presentation of the skepticism aroused from its implementation. Finally, some conclusions and proposals are discussed and a
new paradigm of an improved and functional Tests Repository is introduced.
From Constructive Projects and Portfolios to Tests Repository. Twenty years of evaluation in Secondary Education (1994 – 2015)