Abstract

In light of the new scenario outlined by the National Evaluation System in Italy, the article discusses on limits and potentialities of the model in the transition from the evaluation to the planning of school improvement, basing on the main evidence of a research related to the VALeS project. The essay identifies project's weak and strong points, examining if and how institutions own the appropriate resources and skills to use effectively self and external evaluation data to implement organizational and teaching models towards school improvement. Basing on the voices of different stakeholder, some proposals to improve the current model are presented, also connected to the new format of School Self-Evaluation Report and School Improvement Plan, underlining how the passage from school evaluation to school improvement has not to be taken for granted.