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This article analyzes the evaluation of the quality of basic education in Brazil, questioning the overemphasis on cognitive test results as the primary indicator of educational excellence. A more comprehensive interpretative model is proposed, grounded in the seven axes of the Quality Matrix of the Sistema de Avaliação da Educação Básica [Basic Education Assessment System] (Saeb), which encompasses multiple dimensions of education. In addition, the limitations of Saeb are outlined, and the adverse effects of large-scale assessments are discussed, highlighting the need for a broader perspective on the dimensions that should constitute educational quality. The article concludes that an evaluation model that goes beyond cognitive tests is essential for a more comprehensive understanding of the quality of education.
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Oliveira et al. (2025) studied this question.
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