The article deepens the link between self-evaluation and social accountability at school reporting the case study of the school "Istituto Comprensivo Pegli" of Genoa. This school realized an action-research with the aim to carry out schoolmade reading tests in order to evaluate students’ achievement and analyze their results for school self-assessment. This information, compared with school testing scores achieved during external assessments have been used for the development of social accountability processes through the definition of a model of school social balance. This experience has been realized in line with and embedded into the frame of the recent National System of Evaluation. The main aim of the article is to reflect on the value of teacher training experiences to improve teachers’ skills in evaluating and projecting, and to empower their capabilities to be ready to solve problems and to improve school processes.
Keywords: Self-Evaluation, Large Scale Survey, Teacher Training, Social Accountability, Social Balance, Empowerment